STUDIES  IN  THE  HISTORY  OF  EDUCATION 

By  Thomas  Woody,  Ph.D. 
University  of  Pennsylvania 

Early   Quaker  Education  in  Pennsylvania.     Published  by   Teachers 
College,  Columbia  University.    287  pages.    Price  $3 .  00. 

Furstenschulen  in  Germany  after  the  Reformation.     George  Banta, 
Publisher,  Menasha,  Wisconsin.    46  pages.    Price  $1.00. 


GEORGE  BANTA  PUBLISHING  COMPANY 

MENASHA,  WISCONSIN 

1920 


INSCRIBED  TO 
WiLHELMINE   LaWTON  WoODY 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/frstenschuleniOOwoodrich 


FURSTENSCHULEN  IN 

GERMANY  AFTER 
THE  REFORMATION 


By 

THOMAS  WOODY 

ASSISTANT  PROFESSOR  OF  EDUCATION 
UNIVERSITY  OF  PENNSYLVANIA 


Copyright,  1920, 

BY 

Thomas  Wooi^y 


A 


ij)^ 


PREFACE 

The  advent  of  the  Reformation  brought  with  it  many- 
new  conceptions.  Some  of  the  most  important  dealt  with 
the  problem  of  education,  its  necessity  for  all  citizens,  and 
the  duty  of  the  state,  principahty,  or  city  to  provide  edu- 
cational facihties  for  all  of  its  members. 

Among  the  firmly  estabUshed  educational  institutions, 
which  clearly  bear  the  impress  of  the  Reformation's  influence, 
were  the  Furstenschulen.  These  were  first  founded  in 
Saxony,  but  were  modelled  on  earlier  Klosterschulen  in 
Wiirttemberg.  From  a  study  of  either  of  these  types  the 
student  may  gain  a  knowledge  of  the  practical  influence  of 
the  Reformation,  which  was  working  towards  the  estabUsh- 
ment  of  a  state  system  of  public  education. 

This  monograph  is  prepared  as  collateral  reading  for 
students  of  the  history  of  education,  for  the  reason  that  the 
subject  is  only  briefly  presented  in  text  books. 

I  am  indebted  to  my  colleagues,  Professors  Frank  P. 
Graves  and  John  H.  Minnick,  for  helpful  suggestions. 

Thomas  Woody. 

University  of  Pennsylvania, 
April,  1920. 


459260 


CONTENTS 

Page 

Chapter         I    Educational  Reform  Spirit  in  Germany 1 

II    Schools  of  Wiirttemberg  and  Saxony 11 

III  Provisions  of  the  Ordnung  of  1580 17 

IV  Rules  Governing  Conduct 34 

V    Summary:  Later  Development 41 

Bibliography 45 

Index 46 

ILLUSTRATIONS 
^  Page 

School  buildings  at  Meissen Frontispiece 

Specimens  of  manuscript  of  Luther  and  Melanchthon 5 

Title-page  from  the  Kirchenordnung  of  1580 13 

Philip  Melanchthon 15 

Reproduction  of  the  first  page  of  the  regulations  for  the  three 
Fiirstenschulen 19 


FURSTENSCHULEN  IN  GERMANY 
AFTER  THE  REFORMATION 

CHAPTER  I 
Educational  Reform  Spirit  in  Germany 

On  coming  to  a  study  of  the  Fiirstenschulen  of  Germany 
of  the  sixteenth  century  one  j&nds  many  schools  that  were 
similar  to  them  in  a  great  many  respects.  In  this  period  of  ^/^^o^fg"®*^ 
the  Reformation  many  different  types  of  schools  are  to  be  established 
found  which  sprang  up  here  and  there,  and  whose  character 
was  determined  in  great  measure  by  local  conditions.  But 
in  addition  to  that  which  seems  to  be  characteristic  of  the 
particular  locahty  alone,  there  are  also  to  be  seen  in  all  of 
them  the  decided  stamp  of  the  Reformation,  the  great  empha- 
sis on  religion  and  the  authority  of  the  church.  Just  to  men- 
tion a  few  of  the  various  types,  there  were  Partikular  schools, 
Latin  schools,  Stadt  schools,  writing  schools,  and  a  number 
of  others  which  it  is  not  necessary  to  mention  here.  Only 
those  will  be  considered  that  had  a  very  close  relation  to  the 
church  and  bear  a  striking  similarity  to  those  established  by 
the  Princes.  It  is  quite  natural  to  inquire  first  from  what 
source  these  schools  sprang,  from  what  authority,  ecclesias- 
tical or  secular,  and  by  what  means  they  were  supported. 

The  church  schools  before  the  Reformation  were  estab-  oiginand 
lished  and  maintained  by  the  means  of  the  CathoUc  Church.  Schools 
The  Latin  schools  of  the  cities,  however,  were  established  by 
the  secular  head  of  the  cities  and  were  supported  almost 
entirely  at  public  expense.      The  German  writing  schools, 


2  '    '     '       '  '  FURS'f'ElSr'sCHULEN  IN  GERMANY 

mostly  private,  were  almost  entirely  dependent  on  the  tuition 
of  students  for  their  revenues.  The  two  last  mentioned 
served  largely  for  business  purposes  and  it  was  therefore 
quite  natural  that  those  who  expected  to  derive  benefit 
from  them  should  be  required  to  pay  certain  stipulated 
amounts  of  money.  The  church  schools,  on  the  other  hand, 
were  educating  men  for  the  service  of  the  church  and  could 
not  justly  demand  money  of  those  who  were  expecting  to 
enter  her  service  as  soon  as  they  had  finished  the  work  given 
in  the  schools. 

The  advent  of  the  Reformation,  however,  brought  about 
a  change  in  this  state  of  affairs,  for  those  who  were  to  be 
educated  were  no  longer  merely  the  servants  of  the  church; 
and,  furthermore,  there  was  a  rapid  growth  of  the  conception 
Changing  ^^^^  ^^^^  should  be  educatcd  in  so  far  as  his  or  her  native 
ohKcopc  endowments  made  it  possible.  How  was  it  to  be  accom- 
of  education  pijshed?  This  chauge  in  the  thought  of  a  people  to  a  behef 
in  public  education  was  evidenced  in  the  numerous  Kirchen- 
und  Schulordnungen  that  were  issued,  in  which  it  was  pro- 
vided that  the  various  schoolmasters,  as  soon  as  they  would 
incorporate  religious  instruction  in  their  work,  should  receive 
reimbursement  for  their  services  from  the  public  treasury. 
Thus  the  Braunschweiger  Kirchenordnung  of  1528  stated 
that  the  German  schoolmasters  should  receive  an  amount 
yearly  from  the  treasury  for  instruction  in  religious  affairs. 
Schoolmistresses  also  were  to  receive  the  same.  In  like 
manner  by  the  Pommer'sche  Kirchenordnung  of  1535  the 
schoolmaster  was  authorized  to  receive  pay  from  the  city 
treasury. 

The  reason  for  this  tendency  is  quite  clear.     It  is  easily 
understood  that  as  long  as  money  was  required  of  the  student 


EDUCATIONAL  REFORM  SPIRIT  IN  GERMANY  3 

in  order  to  pay  the  master,  to  keep  up  buildings,  and  for 
similar  purposes,  many  were  necessarily  debarred  from  edu- 
cation  on  account  of  pecuniary  circumctances.     This  fact  payment  of 
was  reahzed,  ^oorc     ^d  more,  di  rse  of  the  six-  civil 

teenth  century,  not  only  in  the  verna.  .c^r  but  also  in  the 
Latin  schools.  The  first  children  to  receive  free  education 
were  those  native  to  the  town,  and  later  those  from  other 
towns  were  granted  the  privilege.  The  Leisniger  Kirchen- 
ordnung  of  1523  forbade  the  master  to  receive  money 
from  the  children  native  to  the  town,  and  that  of  Halle  of 
1526  provided  that  the  teachers  should  be  paid  from  the 
common  treasury  in  order  that  the  citizens  might  not  be 
unduly  burdened  in  sending  their  children  to  school.  It 
makes  a  great  difference  whether  the  citizen  pays  money  to 
the  teacher  in  the  form  of  taxes  or  whether  he  pays  it  to  the 
teacher  directly  when  he  has  to  send  the  child  to  school. 
In  the  latter  case  it  may  be  hard  for  him  to  decide  to  educate 
his  child  properly;  in  the  former  the  decision  is  made  for  him 
and  there  is  nothing  to  do  but  send  the  child  to  school. 
Thus  we  find  this  tendency  increasing  until,  in  1561  by  the 
Ordnung  of  the  Gymnasium  at  Stralsund  it  was  forbidden  to  Frceeduca- 

•1-11  r        1  -I      ^'^'^  ^°'"  *^® 

receive  money  from  the  native  children  of  the  town  and  native  chii- 

dren  first 

everything  was  to  be  done  that  would  make  attendance  at 
the  schools  as  easy  as  possible.  Again  in  the  Ordnung  of  the 
Pedagogium  at  Heidelberg  in  1565  it  was  forbidden  to  requii'e 
any  payment  of  money. 

But  the  question  naturally  arises,  when  it  is  seen  that  so 
many  of  the  Ordnungen  state  that  no  money  is  to  be  required 
of  the  student,  whence  did  the  means  for  the  maintenance  of 
these  schools  come?  The  CathoUc  Church  had  means  for 
such  things  in  great  measure,  which  had  accumulated  as 


FURSTENSCHULEN  IN  GERMANY 


the  result  of  the  Church's  doctrine  of  'good  works,"  whereby 
Source  of  One  might  vitahze  his  faith  by  works  and  lay  up  for  himself 


income  in 


Catholic  rewards  in  eternity  by  making  gifts  towards  the  establish- 
ment of  institutions  such  as  hospitals  and  orphans'  homes  for 
the  poor,  cathedrals,  churches,  and  schools.  But  with  the 
advent  of  the  new  doctrine,  that  one  might  be  saved  by  faith, 
there  was  naturally  a  weakening  of  the  former. 

However,  the  new  Evangelical  faith  was  not  for  a  long 
time  without  works,  as  is  well  known,  and  is  adequately 
shown  in  the  following  pages.  The  lack  of  schools  of  the 
Evangelical  faith  was  certainly  not  due  to  the  teachings  and 
beliefs  of  Reformation  leaders,  as  is  shown  in  the  numerous 
letters  and  addresses  by  Luther — especially  in  his  Letter  to 
the  Mayors  and  Aldermen  of  all  Cities  of  Germany  in  behalf 
of  Christian  Schools. 
Tv*^i"*^?.?°^  In  view  of  all  this,  it  becomes  councilmen  and  magistrates  to 

Melanohthon  ,        .  ,  .     .  i    ,-i-  -r-,         • 

onthesubject  watch  Over  youth  with  miremittmg  care  and  dihgence.    For  smce 

their  city,  in  all  its  interests,  life,  honor,  and  possessions,  is  com- 
mitted to  their  faithful  keeping,  they  do  not  deal  justly  with  their 
trust,  before  God  and  the  world,  unless  they  strive  their  utmost, 
night  and  day,  to  promote  the  city's  increase  and  prosperity. 
Now  a  city's  increase  consists  not  alone  in  heaping  up  great  treas- 
ure, in  building  solid  walls  or  stately  houses,  or  in  multiplying 
artillery,  and  munitions  of  war;  nay,  where  there  is  a  great  store 
of  this,  and  yet  folos  with  it,  it  is  all  the  worse  and  the  greater  loss 
for  the  city.  But  this  is  the  best  and  the  richest  increase,  pros- 
perity, and  strength  of  the  city,  that  it  shall  contain  a  great  number 
of  polished,  learned,  intelligent,  honorable,  and  well-bred  citizens; 
who,  when  they  have  become  all  this,  may  then  get  wealth  and  put 
it  to  good  use.^ 

Not  only  did  Luther  and  Melanchthon  so  advise,  but  their 
influence  is  soon  noted  in  the  various  Ordnungen  issued 

^  Painter,  Luther  on  Education,  pp.  180  f . 


of  schools 


A     t. 

5  t 


4      ' 


./ 


5^       ^ 


i 


V 

'i 


V 


EDUCATIONAL  REFORM  SPIRIT  IN  GERMANY  5 

widely  throughout  Germany.  In  1535  according  to  the 
Pommer^sche  Kirchenordnung  the  parsons  were  advised  to 
tell  people  that  they  should  make  their  wills  and  all  bequests 
toward  the  estabUshment  and  the  maintenance  of  schools. 
But  to  delay  the  establishment  of  schools  until  institu- 
tions could  be  founded  was  out  of  the  question,  and  espe- 
cially so,  since  at  that  time  people  were  not  as  wiUing  to  give 
toward  their  foundation  as  they  had  been  during  the  Middle 
Ages.    It  was  therefore  necessary  that  the  church — Evan- 

eehcal — and  the  state  seek  means  thereunto  in  different  „^  „ 

1      1  1    •         1  •  1  1     1  The  Evan- 

channels.    When  one  considers  the  close  relation  which  had  geiicai 

Bourcea  of 

existed  between  the  church  and  state  m  times  before  the  means /or 

.   .         education 

Reformation,  it  is  not  strange  that  the  secular  authorities 
seized  the  church  property;  nay,  it  would  have  been  strange 
if  the  state  had  not  seized  the  property  of  the  church  for  its 
own  purposes.  At  any  rate  the  fact  is  that  we  find  stated  in 
the  various  Kirchenordnungen  of  Leisnig,  Stralsund,  Halle, 
Braunschweig,  Liibeck,  Mollen,  Hanover,  Pommern,  and 
many  others,  that  schools  shall  be  organized  and  teachers' 
salaries  be  paid  out  of  the  common  fund  or  treasury,  into 
which  had  flowed  the  income  from  the  ecclesiastical  proper- 
ties.   At  first  this  revenue  was  all  that  was  expected  to  be 

See  photographic  reproduction  of  manuscript  of  Luther  and  Mel- 
anchthon  on  opposite  page. 

S.D.  Reverende  vir  et  cariss{ime)  f rater.  Saepe  cogitavi  futurum 
esse  aliquando  hoc  quod  accidit,  ut  prindpes,  (politica  sapientia  con- 
trover  sias  ita  tollerent). 

Bene  etfeliciter  vale  die  4  Augusti.  Phihppus  Melanchthon. 

G{ratiam)  et  pacem  in  Christo.  Respondi  tandem,  mi  Bucere, 
Helvetiorum  Uteris:  quas  Smalcaldi  reddidisti.  Excusabis  moram 
meam.  Ut  qui  scias  mihi  cadaveri  praeter  morhos  et  senectutem  {impositaa 
esse  euros  ecclesiae  nostrae).    Ipso  die  S.  NicoZai,  1537. 

T.  Martinus  Luther. 
(From  Jortin's  Life  of  Erasmus.) 


6  FURSTENSCHULEN  IN  GERMANY 

used  by  the  Evangelical  churches,  but,  as  will  soon  be 
pointed  out,  they  were  not  long  in  making  use  of  all  church 
properties. 

Over  and  above  all  those  properties  that  were  absolutely 
necessary  for  its  continuance  the  Cathohc  Church  had  also 

The  property  i      i       /.        i  .    n 

oftheCath-  auiassed  a  great  deal  of  other  property — especially  to  be 

olic  Church  °  .     ,  „  . 

noted  was  that  consisting  of  monasteries  and  nunneries. 
Now  concerning  the  money  that  had  accrued  from  the  prop- 
erties above  mentioned,  there  had  been  no  question  about 
the  proper  place  and  use  for  that;  but  about  the  disposition 
of  monasteries  and  nunneries  there  was  a  difference  of 
opinion.  The  monks  and  nuns,  in  many  cases,  had  ceased  to 
frequent  them,  since  the  Cathohc  Church  had  been  cut  off 
in  the  EvangeUcal  countries,  and  the  property  was  thus  left 
almost  without  a  master.  The  nobles  and  counts,  in  many 
places,  and  also  the  cities  in  the  several  regions,  hastened  to 
tSSi^M  ^^^^^  ^^^  ^^^  ^^^  property  towards  the  satisfaction  of  their 
own  needs.  Much  of  it  thus  seized  was,  no  doubt,  devoted 
to  the  aid  and  support  of  churches  and  schools,  but  quite  a 
considerable  portion  was  used  for  personal  purposes.^  It 
was  due  to  the  interference  of  the  EvangeHcal  church  leaders 
that  the  major  part  of  the  property  was  not  lost,  so  far  as 
the  schools  and  churches  were  concerned.  Luther  was  one 
of  the  first  leaders  who  demanded  that  the  cloisters  be  again 
made  to  serve  as  schools,  as  they  had  done  before.  To  this 
Efforts  of  end  he  wrote  and  delivered  addresses  in  great  number  and 
^^*vfthe  especially  did  he  address  himself  to  the  secular  princes  and 
^TKuse^of  counts  who  had  in  their  power  to  do  with  the  property  very 

schools 

2  Attention  is  called  to  the  uses  made  of  the  church  properties  in 
England,  after  the  separation  brought  about  under  Henry  VIII.  Vide 
Leach,  pp.  58  ff. 


EDUCATIONAL  REFORM  SPIRIT  IN  GERMANY  7 

much  as  they  pleased.  The  results  of  his  work  and  that'of 
others  may  be  seen  in  the  schools  that  were  established  by 
the  princes  in  various  places. 

There  is  no  doubt  that  a  gre  .t  impulse  was  given  to  state 
control  of  education  at  this  time.     The  princes  had  seized  „ 

J 1  i  •    1  i  1  1  •        Church  prop- 

the  property  outright  and  now  there  arose  no  uncertain  erty  restored 

.      -  •    •       1  to  the  use  of 

demand  that  they  use  it  for  the  original  purpose — schools,  schools  in 
In  many  of  the  Kirchenordnungen  it  was  demanded  that 
even  the  property  which  had  already  been  used  for  other 
purposes  should  be  restored,  and  that  close  official  oversight 
should  be  kept  to  see  that  it  was  used  for  the  benefit  of 
church  and  school.  Examples  of  this  may  be  found  in  the 
Sdch^ische  Visitationsartikel  of  1533,  the  Pommer' sche 
Kirchenordnung  1535,  and  the  Braunschweig- Liinehurg 
Kirchenordnung  of  1564. 

As  to  the  justice  of  the  seizure  and  use  of  church  prop- 
erty, it  would  be  difficult  to  maintain  the  negative.     Even 
in  the  cases  where  the  secular  princes  had  seized  and  used 
it  for  the  affairs  of  state,  it  was  justifiable  (unless  used  for 
purely  personal  ends) ;  and  still  more  was  it  justifiable  where 
the  funds  had  been  used  for  the  establishment  of  schools  of 
the    Evangelical    church.    Why?    Because    the    property 
which  had  been  accumulated  in  the  country  by  the  Cathohc  ^^^^^y 
Church  had  come  from  the  people  themselves;  it  had  not  ^p'jffe-'" 
come  from  some  outside  source  but  was  the  result  of  their  fj^if^tjf 
own  toil  and  therefore  it  was  right  that  they  should  use  it  to 
their  best  advantage. 

But  the  justification  of  these  acts  is  not  necessary  here; 
suffice  it  to  say  that  the  property  was  taken  over  and  certain 
schools  were  estabUshed.  Among  the  secular  heads  there 
were  some  who  maintained  the  same  position  as  that  of  the 


\ 


Some  secular 


8  FURSTENSCHULEN  IN  GERMANY 

Evangelical  church  leaders.     Mertz  quotes  from  the  words 

of  the  Saxon  Counsellor,  Dr.  Komerstadt,  wherein  he  said, 

h^s  agreed  Concerning  the   means   for   the  establishment  of  Fiirsten- 

that  monas-         . 

teries   be    SChuteTi: 
used  for 

purposes  Thus  we  might  ordain  the  establishment  of  schools  that  the 

children  of  poor  people  might  be  well  brought  up  and  learned, 
some  outside  as  well  as  those  within  our  own  land.  .  .  . 
The  cloisters  were  founded  for  that  same  purpose  and  if  we 
can  now  turn  them  to  that  purpose  again,  we  are  sure  of  the 
approval  of  justice  and  of  God. 

The  above  was  made  in  form  of  a  motion  and  was  carried. 
Only  two  years  later  (1544)  the  Emperor  himself  gave  the 
Protestants  the  legal  right  to  regard  as  their  own  the  church 
property  which  they  found  within  their  own  territories. 
Legal  steps  Something  should  be  said  concerning  the  management 
secular  heads  and  Oversight  of  schools  prior  to  the  Reformation,  as  it  will 
aid  materially  in  showing  how  it  came  about  that  Count 
Moritz  and  his  successors  in  Saxony  had  such  an  important 
part  in  the  organization  and  oversight  of  the  Furstenschulen. 
During  the  Middle  Ages  the  oversight  of  schools  had  been, 
almost  without  exception,  in  the  hands  of  the  authorities  of 
the  church-  and  their  underUngs — for  the  feudal  state  was 

Supervision  i       •   i       i  /v    •  r       ^  •  r-.    i      • 

of  schools  not  much  concerned  with  the  affairs  of  education.     Only  m 

by  the  Cath-  ^ 

oiic  Church  the  case  of  the  Stadtschulen,  which  were  established  by  the 

Reformation  civic  Community,  were  the  powers  of  oversight  of  the  bishops 

and  other  ecclesiastics  nearly  excluded.     But  a  thorough 

and  well-ordered  management  and  oversight  of  schools  was 

never  accomplished  in  the  Middle  Ages.     The  Visitatores 

Su  erficiai  ^^  ^^^  Middle  Ages  were  messengers  of  the  Pope,  or  other  high 

"^school  ^^^^^^  officials,  and  their  visitations  were  very  irregularly 

supervision  made.    There  was  no  organized  inspection  which  watched 


EDUCATONAL  REFORM  SPIRIT  IN  GERMANY  9 

minutely  the  affairs  of  all  schools;  but  some  special  ones  were 
singled  out  and  irregular  visits  were  made  to  the  others. 

With  the  increasing  influence  of  the  Reformation  there 
may  be  seen  a  distinctly  new  tendency,  namely,  towards  a 
rather  universal  inspection  of  schools.  This  extensive 
visitation  was  a  thorough  affair  as  will  be  shown  later  by  the  newlup^r- 

vision 

minute  details  given  concerning  the  organization  and  inspec- 
tion of  the  Fiirstenschulen  at  Grimma,  Pforta,  and  Meissen. 
They  were  no  mere  formality,  but  on  the  contrary  indicated 
the  beginning  of  a  strong  tendency  toward  central  authority 
in  such  matters.  In  all  of  the  Schul-und  Kirchenordnungen 
of  the  sixteenth  century  we  feel  the  force  of  this  ever-increas- 
ing tendency  toward  central  control  and  oversight.  The 
question  whether  the  state  or  the  church  should  have  this 
complete  control — which  cannot  be  discussed  here — was 
fought  out  bitterly,  the  church  maintaining  that  it  should  be 
the  successor  to  the  realm  of  the  Catholic  Church.  The  final 
result  was  a  more  equitable  distribution  in  which  both  the 
state  and  the  church  were  closely  related  in  the  management  ftate*?n?t^ 
of  school  affairs.  Luther  himself  beUeved  that  the  church  tge^^aij**^ 
needed  the  aid  of  the  state  and,  without  it,  could  not  hope  to  of  schools 
carry  on  its  work.  But  in  later  years  he  regretted  the  extent 
to  which  the  interests  of  the  secular  and  spiritual  institutions 
had  become  united,  fearing  that  as  a  result  ''both  of  them 
would  go  to  the  devil."  Nothing  further  need  be  said  here 
about  this  phase  of  the  situation,  but  in  the  next  chapter  we 
shall  note  some  instances  in  which  the  secular  and  ecclesias- 
tical authorities  did  labor  together  in  the  establishment  and 
direction  of  schools. 


10  FURSTENSCHULEN  IN  GERMANY 

SUMMARY 

The  Reformation  brought  a  new  conception  of  education 
which,  in  connection  with  local  conditions,  resulted  in  the 
development  of  various  types  of  schools.  According  to 
Luther  and  Melanchthon,  two  of  the  stronger  protagonists, 
education  should  be  compulsory,  without  cost  to  the  individ- 
ual, and  a  duty  of  the  civil  authorities.  Through  the 
energetic  endeavors  of  these  men,  and  others  associated 
with  them,  this  educational  creed  was  spread  throughout  the 
German  principalities.  Their  influence  may  be  seen  in  the 
numerous  Schulordnungen  that  were  issued.  Schools  were 
often  supported  by  the  revenue  from  property  that  had 
belonged  to  the  Catholic  Church.  In  1544  The  Emperor 
himself  gave  assent  to  the  appropriation  of  such  property 
for  the  use  of  schools.  The  establishment  of  close  super- 
vision, in  the  case  of  schools  here  discussed,  was  of  great 
importance.  The  church  and  state  sought  to  co-operate  in 
affairs  concerning  the  welfare  of  education. 


CHAPTER  II 
Schools  of  Wiirttemberg  and  Saxony 

The   FUrstenschulen   established   by   Count   Moritz   of 
Saxony,  in  1543,  were  organized  on  a  plan  very  similar  to  that  g^^^^ 
of  schools  set  up  at  a  slightly  earher  date  in  Wiirttemberg.  ^^'^^jjfg; 
As  the  latter,  as  a  matter  of  fact,  furnished  the  model  after  ^Sternberg 
which  the  Saxon  schools  were  fashioned  it  may  be  well  to 
devote  some  time  to  them. 

The  first  Kirchenordnung  for  Wiirttemberg  was  drawn 
up  by  Brenz  in  1535.  According  to  this  original  plan  one 
lesson  per  day,  taken  from  the  Scriptures,  was  to  be  given 
to  all  the  inmates  of  the  cloister.  The  stipulations  of  this 
plan,  however,  were  not  in  operation  for  any  length  of  time,  ^^n'est&h- 
and  only  thirteen  of  the  cloisters  became  schools.  For  these  wSmberg 
thirteen  cloisters  a  second  Ordnung  was  drawn  up  by  Brenz 
in  1556,  under  Duke  Christopher,  according  to  which 
Klosterschulen  were  established  at  Adelberg,  Alpirsbach, 
Anhausen,  Bebenhausen,  Blaubeuren,  Denkendorf,  St. 
Georgen,  Herrenalb,  Hirsau,  Konigsbrunn,  Lorch,  Maul- 
^bronn,  and  Murrhardt.  In  these  Klosterschulen,  or  cloister 
schools,  boys  of  fourteen  or  fifteen  years  of  age  were  admitted 
for  a  period  of  three  years,  after  the  expiration  of  which  they 
were  to  continue  their  studies  at  the  University  of  Tiibingen. 

Among  other  Ordnungen  for  the  Klosterschulen  may  be 
mentioned  especially  those  of  1559  and  1582.    According  to 


12  FURSTENSCHULEN  IN  GERMANY 

these  a  differentiation  was  made  between  the  lower  Kloster- 
schulen — called    also    grammatical     Klosterschulen — which, 

ferentiated  with  reference  to  the  studies,  were  comparable  to  the  lower 
Latin  schools,  and  the  higher  Klosterschulen  which  had 
practically  the  same  significance  as  the  Gymnasien.  The 
former,  the  lower,  received  poor  boys  from  twelve  to  fourteen 
years  of  age  who  were  sufficiently  equipped  to  enter  the 
fourth  year  class  of  a  Partikularschule.  For  entrance  to  the 
higher  Klosterschulen  it  was  necessary  to  have  standing  which 
would  enable  one  to  enter  the  fifth  class  of  a  Partikularschule. 
These  regulations  are  found  to  be  almost  identical  with  those 
of  the  Filrstenschulen,  stated  in  the  Ordnung  of  1580.    After 

for  entrance  finishing  the  course  of  the  lower  Klosterschulen  the  students 
motion  either  entered  the  Padagogium  or  went  to  the  higher  Kloster- 
schulen and  from  thence  to  the  University  of  Tubingen. 
According  to  the  Ordnung  of  1559  there  were  arrangements 
made  whereby  a  student  who  passed  certain  examinations  at 
Stuttgart  was  admitted  to  a  free  place  in  the  schools.     The 
pupils  announced  their  candidacy  for  the  examinations  and, 
having  passed,  were  placed  on  a  waiting  list,  from  which 
they  were  selected  for  the  places  according  to  their  rank. 
Places  were  filled  regularly  as  they  became  vacant.    The 
Ordnung  of  1559  provided  that  certain  very  bright  children 
p^  . .     could    complete    their  entire  professional  training  in  the 
for  "free  higher  Klosterschulen,  while,  according  to  the  Ordnung  of 
1582,  the  professional  study  had  to  be  completed  at  the 
University  of  Tubingen. 

The  disciphne  was  exceptionally  strict  at  all  of  these 

Discipline  schools,  and  practically  the  same  as  will  be  found  a  little 
later  in  the  Filrstenschulen  of  Saxony.  The  clothing  was  to 
be  cut  according  to  the  cloistral  style.     In  all  the  religious 


0  ^urt^ldut^tigflen/iot^^ 

gct)orncn|gur(tm  pnb  gcrrn  /  gorrrt  Vlu^^nfm/ 

t>w&  iJ^urfiJr(?cn/  eatiDgraffm  in  'Sannam/  Warggraffm 50 !iy?afl<ii/ 

4rt>ttUtt£/ 

Sic  ce  in  r<;mcr£{)utf»  (B^lEattbctt/b^  bmSircgm/mic 

t>frI<5rt>n&^frcinoniw/bf^9lci(^cn  inberfdBctt  feciDcn  'SnJufrnfctm/^rcnfl* 
fJormi  /Jflr/hn  en^  partuular  @t^ulcn/  QSifuatton  /  Synodis,  t)nl>  tpa$ 


8  o. 


Cum  priuilegfo  Ele(flons  Saxonix. 


The  title-page  of  the  Kirchenordnung  of  Saxony,  issued  in  1580 


SCHOOLS  OF  WURTTEMBERG  AND  SAXONY  13 

service  and  preparation  they  kept  continually  in  mind  the 
future  calling  of  the  student.  The  students  in  these  Kloster- 
schuleUf  in  contrast  to  those  of  the  Furstenschulen,  were  all 
bound  to  pursue  the  study  of  theology.  Teachers  in  the 
schools  were  unmarried. 

As  we  pass  now  to  a  discussion  of  the  Fiirstenschulen,  let 
us  note  the  many  points  of  similarity  between  them  and  the 
Klosterschulen  we  have  just  mentioned.  The  former,  also  schuien  in 
called  Landesschulen,  were  first  estabHshed  in  Saxony.  They, 
hke  their  prototypes,  were  founded  and  endowed  with  the 
possessions  of  secularized  monasteries  and  were,  in  a  majority 
of  cases,  established  in  the  same  old  institutions,  the  cloisters. 
They  were  not  estabUshed  by  and  for  the  cities,  but  for  the 
state  and  the  church.  Unhke  the  Klosterschulen  of  Wiirttem- 
berg,  they  did  not  require  that  the  students  who  shared  their 
benefits  should  be  bound  to  pursue  a  course  in  theology. 
Nobles  were  admitted,  and  also  poor  boys  that,  otherwise, 
would  have  had  no  opportunity  to  get  an  education.  This 
must  surely  have  changed  the  ideas  of  some  poor  parents 
about  sending  their  boys  to  school.  The  schools  were  con- 
ducted very  much  like  monasteries.  The  food  was  plain 
and  the  boys  were  kept  closely  in  cells  when  not  at  class  or 
having  a  free  period.  DiscipUne  was  very  strict  and  even 
the  cut  of  clothes  might  have  reminded  one  of  the  monks 
who  formerly  inhabited  the  cells. 

The  Saxon  Landes-  or  Fiirstenschulen  form,  as  has  already 
been  stated,  an  almost  exact  imitation  of  the  Wurttemberg  J^rrnJ^nfOT' 
Klosterschulen.    They  bear  a  different  name,  for  the  reason  of^cKh* 
that  they  were  estabhshed  for  the  students  of  the  whole  a'^*^  state 
country  and  were  to  prepare  young  men  for  the  service  of 
both  church  and  state.     Instruction,  lodging  and  all  care 


14  FURSTENSCHULEN  IN  GERMANY 

were  given  the  student  who  was  poor  but  capable — the  same 
as  provided  in  the  schools  of  Wiirttemberg.  Children 
living  outside  the  state,  if  admitted  at  all,  were  required  to 
pay  a  stipulated  amount.  For  entrance  to  the  elementary- 
subjects,  all  individuals  had  to  be  from  twelve  to  fourteen 
years  of  age. 

The  establishment  of  these  schools  was  the  result  of  the 
Landesordnung  issued  by  Count  Moritz  of  Saxony  on  May  21 , 
nunghy  1543.  Duke  Heiurich  of  Saxony  died  August  18,  1541  and 
was  followed  by  his  son  Moritz,  who  continued  to  push  for- 
ward the  work  of  his  father  in  that  he  extended  the  second 
Visitation  to  the  realms  of  the  Counts  Schwarzburg,  Stolberg, 
and  Hohnstein.^  Further,  on  May  21,  1543  Moritz  sent 
forth  two  mandates  concerning  weighty  matters  of  church 
and  state.  These  mandates  were  known  as  Landesord- 
nungen,  though  they  were  similar  in  nature  to  the  Kirchen- 
ordnungen  and  dealt  with  the  affairs  of  both  churches  and 
schools.  They  were  printed  for  publication  by  Nickal 
Further  acts  Wolraben  in  Leipzig,  1543,  and  constituted  the  plan  for  the 

of  Moritz  r-     o7  7  x- 

organization  and  government  of  the  schools  until  1580,  when, 
according  to  a  new  Ordnung,  they  were  reorganized.  The 
status  of  the  schools  under  the  instrument  of  1580  will  be 
considered  in  later  pages. 

Returning  momentarily  to  the  year  1543,  let  us  notice 
the  general  spirit  and  purpose  of  the  mandates  of  Moritz  of 
Saxony.    They  bear  a  striking  resemblance  to  the  words  of 
Purpose  of  admouitiou  offered  by  Luther. 

*ordnunff  of  Realizing  that  for  the  interests  of  law  and  order  and  also  for  all 

1543  Christian  teaching  and  action,  it  is  necessary  that  the  youth  of  the 

land  be  brought  up  to  the  praise  of  God  and  in  all  obedience,  and 

^  Vide  Sehhng,  Kirchenordnungen  des  16.  Jahrhunderts. 


PHILIPPUS  MELANCHTHON 

1479-1560 

Praeceptor  Germaniae 


SCHOOLS  OF  WURTTEMBERG  AND  SAXONY  15 

that  they  be  instructed  in  all  the  arts  and  languages  and  especially 
so  in  the  Holy  Scriptures,  and  in  order  that  as  the  years  go  on,  we 
may  not  lack  in  learned  people  to  be  servants  in  the  church  and 
state,  it  is  our  purpose  that  from  the  property  of  certain  cloisters 
and  institutions  of  like  nature,  we  should  establish  three  schools, 
namely  at  Meissen,  Pforta,  and  Merseburg.^ 

These  schools  were  to  be  fully  equipped.  The  entire 
meaninei;  of  this  ''full  equipment"  we  are  not  able  to  deter-  Provisions 

11  -  .  ,  1  -   „  for  these 

mine  exactly,  but  a  part  of  it  at  least  was  to  be  as  follows:  schools 
for  the  one  at  Meissen  there  was  provided  a  Master,  two 
Bachelors  or  sodi,  a  Kantor  and  sixty  boys;  the  one  at 
Merseburg,  a  Master,  two  Bachelors,  a  Kantor,  and  seventy 
boys;  the  one  at  Pforta,  a  Master,  three  Bachelors,  a  Kantor, 
and  one  hundred  boys.  The  Lehrplan  is  not  given  but  the 
one  outlined  for  1580  will  be  considered  in  detail. 

Among  the  men,  besides  those  who  actually  did  the 
organizing  and  those  who  issued  the  "orders'^  for  the  Fiirsten- 
schulen,  perhaps  no  one  exerted  a  greater  influence  than  did 
Joachim  Camerarius.  He  was  born  at  Bamberg,  April  12, 
1500,  and  became  Professor  of  the  Greek  language  at  Erfurt 
in  1521.  Then,  after  a  short  stay  in  Wittenberg,  he  went, 
at  the  desire  of  Melanchthon,  as  a  teacher  of  Greek  at  the 
new  Gymnasium  Nurnberg.  In  1535  he  went  as  a  teacher 
of  Greek  to  the  University  of  Tubingen  and  from  thence  was 
called  to  the  University  of  Leipzig.  From  his  position  here 
he  exerted  a  great  influence  on  the  formation  of  the  Saxon 
Filrstenschulen.  He  was  a  close  friend  of  Melanchthon  and 
Luther  and  cherished  similar  ideas  about  the  foimding  of 
schools;  through  him  may  be  seen,  in  part,  their  influence  on 
the  schools  of  Saxony. 

*  Mertz,  Das  Schulwesen  der  Deutschen  Reformation,  189. 


16  FURSTENSCHULEN  IN  GERMANY 

The  next  chapter  will  deal  with  the  reorganization  of  the 
three  schools  as  was  indicated  by  the  Ordnung  issued  by 
Augustus  in  1580. 

SUMMARY 

The  Furstenschulen  of  Saxony  were  similar  to  the  Kloster- 
schulen  established  in  Wurttemberg.  These  ''cloister 
schools"  admitted  boys  of  fourteen  years  and  gave  them 
three  years'  preparation  for  the  University  of  Tubingen. 
Regulations  for  entrance  were  rigid;  those  who  passed  certain 
examinations  were  admitted  to  free  tuition.  Discipline  was 
strict.  Students  were  to  continue  the  study  of  theology,  in 
contrast  to  the  plan  of  the  Furstenschulen  which  prepared 
men  for  the  service  of  church  and  state.  These  Fursten- 
schulen were  the  immediate  fruits  of  the  decree  of  1543, 
issued  by  Count  Moritz.  In  this  document,  which  gives 
detailed  provisions  for  the  schools,  there  is  found  a  senti- 
ment similar  to  that  expressed  by  Luther  at  an  earlier  date. 
Schools  were  organized  upon  this  plan  until  1580. 


CHAPTER  III 
Provisions  of  the  Ordnung  of  1580 

This  chapter  will  be  devoted  to  a  detailed  consideration 
of  the  Ordnung  of  1580,  which  was  issued  by  Augustus. 
This  rather  antiquated  document  begins  with  a  very  reveren- 
tial paragraph  concerning  Count  Moritz  of  Saxony.  He  it 
was  that  issued  the  order  of  1543  which  gave  hfe  to  the  three 
schools.^  Realizing  that  the  same  reasons  which  caused  him 
to  issue  those  orders  still  existed,  and  that  it  was  the  duty  of 
the  ruhng  Prince  to  take  care  of  the  affairs  of  schools  and 
churches,  Count  August  caused  Ordnungen  to  be  issued  for 
the  schools  of  Meissen,  Grimma,  and  Pforta,  much  in  the 
same  manner  as  the  Ordnungen  issued  for  the  Partikular- 
schulen  and  the  universities. 

Ordnungen,  reasons  the  Count,  are  necessary,  not  because 
good  and  honorable  people  do  not  know  what  to  do,  and  the  issuance 
what  is  right  and  proper  to  do,  but  because  human  nature  is  **'  ^'^'"'"<'«'' 
weak  and  one  can  very  easily  forget.  Therefore,  it  is  best 
to  have  always  at  hand  certain  rules  and  regulations,  written 
out,  in  order  that  no  one  may  deviate  from  that  which  all 
will  admit  is  the  best.  When  one  considers,  later,  the  mul- 
titude of  small  details  which  were  outlined,  one  can  easily 
understand  that  the  Count  reasoned  rightly,  for  it  would  be 

1  The  schools  referred  to  are  those  at  Grimma,  Meissen,  and  Pforta. 
The  school  which,  according  to  the  Ordnung  of  1543,  was  to  have  been 
located  at  Merseburg  was  finally  placed  at  Grimma.  This  assertion  is 
substantiated  by  the  Ordnung  of  1580. 


18  FURSTENSCHULEN  IN  GERMANY 

difficult  to  follow  all  of  them  without  a  written  list  of  direc- 
tions. 

First  may  be  noted  the  general  recommendations  con- 
cerning the  office  of  the  preceptors.     The  schoolmaster  is  to 
recommen-  reaHze  that  he  is  not  only  in  the  place  of  a  teacher  but  also 

dations 

that  of  a  father  to  the  boys.  It  is  his  duty  to  awaken  the 
power  and  knowledge  of  the  Holy  Spirit  in  the  boys  that  it 
''may  serve  as  a  light  to  their  discipline."  Furthermore, 
they  must  continually  keep  in  mind  their  own  weaknesses 
and  make  continual  prayer  to  God  that  they  may  not  labor 
alone  for  themselves  but  for  the  welfare  of  the  boys  who  are 
intrusted  to  their  care.  They  must  remember  the  words  of 
Christ  that  ''he  whoso  vexes  one  of  the  least  of  these,  who 
believes  on  me,  the  same  would  be  better  off  if  a  millstone 
Duties  of  were  hanged  about  his  neck  and  he  were  drowned  in  the 

spiritual 

nature  deepest  sea."  The  preceptor  must  also  keep  himself  under 
a  most  strict  control,  even  as  he  does  those  under  him,  in 
order  that  he  may  set  a  good  example  and  never  be  guilty  of 
that  for  which  he  would  punish  a  pupil.  Thus  they  shall 
always  be  ready  to  rule  among  the  pupils,  maintaining  their 
authority,  but  exercising  it  with  all  discretion  in  the  best 
interests  of  the  boys.  They  shall  always  conduct  themselves 
in  a  friendly  manner  towards  their  pupils  and  not  indulge 
themselves  to  rule  by  fear,  for  that  will  cause  the  boys  to 
hate  study;  and  the  duty  and  purpose  of  teachers  is  to  cause 
a  keen  interest  and  love  for  study. 

They  shall  teach  only  that  which  is  useful  and  shall  be 
Nature  of  ^^^^^^1  ^^t  to  try  to  teach  too  much  at  once — which  is  very 
instruction  good  advice — though  he  does  make  a  rather  amusing  com- 
parison between  the  mind  and  a  jug  which,  when  it  is  filled 
too  rapidly,  will  overflow  at  the  mouth.    Preceptors  are 


CLXIIII  @cgu(ott)mmo[, 

^ott  t)nfcm  t)repen  ^ixx^m^ 

fcguUn  /  in  ^affcrt  /  ^for  ca/  pnb  ©rimmc- 

^  b)1ov\ti/i;^(rim  J"  ^i»ct)fcii/  jc.  $^urf«lrf]/t)nfcr  ft(mt» 
^  licf)cr  licbcr  "^ruDcr/  ^^riftiHiUcr  wiD  fcfigf r  ^cDcc^tnis/ 

©(t>ulfn/  ju  ^)?ti|Tf  11/  Pfoita  /  t>iiD  Q5riiiinu  /  miff^frictyret  /  Daritv 
ncnDic  3"9<"^t  5u  &oms  <^n  wti  im  gc^orfam  crjogcn/ in  Dm 
€pracf)cn  »nE)  Siiiifrcii/  vn  t>ciin  f  uinciuhct)  in  txr  ^(iligcn  @c^nf t 
gclcrct  t)nt>  vntf rruf  ifet  iPCrDt/aufJF  Dag  eg  nut  D<r  jtu  an  ^irc^cnDio 
iicrn  wnD  anDc rn  gclcrtcn  l(utcn  m  ©nfcrn  iantun  mbt  niangd  gc^ 
wiinnc  /  i?affcn  row  eg  nic^  t  alkinc/»Di4ic  an  jmc  fclbf]  ^hriflUc^  wi6 
n>ol  iicnicuu/  Dcp  Dcr  ['C|"(f)c()cn(n  ipcror  Dnun^  allcr  Dmgg  bktbcn/fon#- 
Dtrn/wcil  and?  bo)  Dcn|clbcnall<r(ci)nn))tirauc^/V)norDnun9/fc^l 
lonD  mangel  Durc^  DU  ;i'ingft  vnD  ^icuorn  gc^altnu  Vjfitationes  b<* 
fuiiDcn  iDorDtJV  l)Cibi]\  n>ir  gltic^  ^cflalt/  jpk  Ixi)  t»n)cr(n  ^<niucrfi' 
uw\  wnD  particular  @(^ulcii/auc^  Dif-talls  notwcnDi^c  vcrb()t«» 
run^  fur^cnonnncn/ionD  Darauff  Durt^  gclcrtc  crfarcnc  iiuti  (inc  gf  * 
jpifft  OrDcnung/  Die  rvw  Don  mtnnigltt^  gc^aUw  ^ubin  wolim/fi^* 
fen  (ajjcn  /  wk  \)(rmd)  folgrr. 

OJTJd  fcr?cn  m  fcmcnJit>Clffc(/trcnnt)&crfol(^<rt)nf<ror^ntltl^ 
iimcrnftt>nD|lcigi)(^altcn/fe  foUtn  Du  bcncfida  jurnkflmonae* 
n)cnD(t/»nD  gmuinciu  nui}  Daunt  inerctlic^  gcDitwt  ^in. 

[ctvol  «bavcaufftic^ti3cUuc/'bcfoitt>ew  abcv^lc 
"^(^ulmancr  fur  ficf)  fclt'fl  /  o^nc  Dorgcft^rickncorD* 
F)j|g  nung  roijfcn  /  mae  fu  t^un  oDcr  diffcn  follcn  /  icDotf;  mxl 
fic  fo  tt)ol  ala;  anDcrt  leut  auc^  fc^roac^c  nunfct)fn  fcniDt/ 
t)nD  Dcnniacl)  balD  vcr^clfcn  Wniun/  ioae  i^ncn  aniptg  ^albcn  q<bu' 
rtn  nid(^tc/fo  i(]  Dcnmacl^  iPoi>©<<n/>Di)  i^rcr  t>icl  bci^einanDcr  n)0^> 
ficn  folioi/Das  man  <m  gcroiffc  IJergcft^riebcnc  gutc  orDnung^a^ 
tc/nad^  nxk^a  allc  Dmg  n>ic  fic^  gciiSret  tPtrrK^tet  ircrDcn  m5> 

The  first  page  of  the  Schulordnung  prepared  in  1580  for  the  three 
Furstenschulen 


PROVISIONS  OP  THE  ORDNUNG  OF  1580  19 

warned  not  to  stir  their  pupils  up  to  anger,  as  the  Apostle 
Paul  admonished,  and  are  positively  commanded  to  take 
an  active  part  in  leading  their  pupils  to  God.  Such  admoni- 
tion was  entirely  natural  at  that  time  when  a  close  relation 
existed  between  the  church  and  the  state  and  the  religious  No  private 

•n       1  •  rrM  '  pupils  PCF- 

note  of  the  Reformation  was  still  dominant.     The  growing  mitted 
conception  that  education  is  for  all  aUke  is  seen  again  in  . 
the  fact  that  all  teachers  at  the  schools  were  forbidden  to  1         _ 
have  private  scholars  and  must  devote  all  their  time  to  the 
instruction  of  the  regular  pupils  of  the  institution.  ^ 

About  the  office  of  the  Rektor  and  his  manifold  duties 
many  minute  instructions  were  given.  The  Rektor  was  to 
be  the  recognized  head,  not  only  of  the  boys  but  also  of  the 
rest  of  the  teaching  staff;  he  must  therefore  rule  over  them, 
aid  them,  and  consult  with  them  concerning  their  problems.  Q^^ugp^jjo^ 
In  return  their  reverence  is  due  him.     In  character  he  must  duty,  and 

certain  im- 

be  upright,  honest,  and  God-fearing,  and  in  addition  must  [^'{j^^J^J" 
possess  understanding  and  great  cleverness.  It  was  of 
special  importance  to  be  a  good  grammarian,  having  had 
much  training  in  the  practice  of  the  Latin  tongue;  to  this 
was  added  that  he  be  very  earnest  in  his  work,  but  patient 
and  even-tempered  with  his  students.  Back  of  this  last 
statement  there  must  have  been  some  experience  to  make 
them  believe  that  teachers  who  were  masters  of  their  subjects 
were  not  always  the  best  teachers,  for  the  reason  that  they 
did  not  realize  the  difficulties  that  confronted  the  beginner 
and  became  angry  at  small  but  persistent  mistakes  of  the 
beginner  when  a  hearty  laugh  would  have  done  more  good. 
As  it  has  been  mentioned  before  that  the  preceptors  were  to 
look  after  the  spiritual  welfare  of  the  pupils,  so  also  the 
Rektor  was  to  look  after  the  same  for  his  subordinates,  the 


20  FURSTENSCHULEN  IN  GERMANY 

teachers, — acting  always  in  a  fatherly  way  towards  them. 

Laz  and  Furthermore,  should  he  find  some  among  them  who  were 

tS^ESo  i^^^^^J^tive  to  the  word  of  God  or  negligent  of  the  welfare 

be  forced  out  of  the  pupils  Under  their  charge,  he  was  commanded  to  be 

so  stern  with  them  that  they  would  soon  wish  to  betake 

themselves  from  the  school.     Thus  at  every  turn  was  shown 

the  deep  regard  for  the  welfare  of  the  student. 

His  great  authority  over  the  boys  and  the  members  of 

the  staff  must  be  backed  up  by  deep  erudition;  he  must  have 

read  all  the  authors,  laying  great  stress  on  the  works  of 

^^^  study  of  QuintiHan,  the  great  master  of  method  in  teaching,  in  order 

the  Rektor  to  be  able  to  help  not  only  the  boys  but  any  of  his  teachers 

who  get  into  difficulty.     In  modern  parlance  the  Count 

)  wished  that  the  Rektor  might  be  a  real  supervisor  of  the 

/  teachers,  and  to  be  that  he  himself  had  to  be  an  expert  in 

the  subjects.    Perhaps  all  these  excellent  recommendations 

were  not  carried  out,  but  they  are,  at  least,  an  indication  of 

the  tendency.     They  compare,  on  the  whole,  favorably  with 

ideas  of  today,  and  it  seems  quite  probable,  if   we   may 

judge  from  reports,  that  the  Saxon  Prince  investigated 

thoroughly  to  see  that  they  were  carried  into  effect. 

He  was  also  admonished  to  be  most  careful  about  the 

boys  who  were  admitted  to  the  school.    The  requirements 

Carefulness  ^^  which  the  entrant  must  measure  up  were  very  definite. 

iSysYorlhl  -^^  ^^y  ^^^  admitted  who  had  not  learned  his  grammar, 

school  with  special  reference  to  etymology  and  syntax,  or  had  failed 

to  take  the  appropriate  oath  as  to  his  fear  of  God,  obedience 

to  teachers,  and  zeal  in  the  prosecution  of  his  studies.    As 

soon  as  the  boys  were  accepted,  their  names  were  written  in 

a  book  and  the  Rektor  examined  them  in  all  ways  known  to 

him,  to  find  out  their  relative  standing  and  also  to  determine 


PROVISIONS  OP  THE  ORDNUNG  OF  1580  21 

their  character, — whether  they  would  do  all  in  their  power, 

or  whether  they  could  be  urged  to  greater  diligence  and  to  know  each 

DllDll  well 

hence  to  greater  achievement.  The  purpose  of  this  close 
examination  was,  of  course,  to  make  possible  a  more  exact 
classification  according  to  the  amount  of  training  and  their 
original  capacities,  in  order  that  better  instruction  might 
be  obtained. 

The  lessons  were  to  be  held  at  regularly  stated  periods, 
as  was  elsewhere  stated  for  the  Partikularschulen;  the  school  Periods  of 
day  was  six  hours  in  length.    The  Rektor  was  commanded       ^ 
to  visit  the  classes  for  the  purpose  of  supervising  their  work 
and  to  give  examinations  and  see  that  the  students'  argu- 
menta  were  diligently  corrected  and  rewritten  in  a  certain  The  manner 
stipulated  form  of  book,  so  that  by  comparison  he  could  see 
how  much  they  had  improved  themselves,  and  for  the  further 
reason  that  he  might  have  another  check  on  the  work  of  his 
teachers.    If  in  this  close  examination  he  found  a  boy  who 
had  no  ingenuity,  cleverness  or  inclination  to  study,  it  was 
then  his  duty  to  have  the  parents  informed,  so  that  the  boy 
could  be  removed  as  soon  as  possible  and  continue  his  study  Some  to  be 
at  another  place,  leaving  his  place  in  the  Fiirstenschulen  school 
to  another  who  was  more  worthy  of  it.    Ample  time  was 
allowed,  of  course,  for  the  boys  to  show  what  they  could  do, 
and  teachers  were  warned  to  be  careful  about  deciding 
hastily  that  a  boy  was  worthless. 

The  Statuta  were  to  be  read  every  three  or  four  months, 
or  more  often,  if  it  was  deemed  necessary.  If,  in  the  teacher's 
opinion,  the  too  frequent  visits  of  boys  to  friends  or  relatives 
had  been  detrimental  to  their  progress  in  school,  they  were  statuta 
admonished  to  refuse  permission  for  these  visits  and  excur- 
sions.   In  regard  to  other  matters  of  discipline,  which  will 


22  FURSTENSCHULEN  IN  GERMANY 

be  more  fully  presented  later,  the  Rektor  was  to  confer  with 

the  other  members  of  the  staff  in  much  the  same  manner  as 

Certain  mis-  in  matters  concerning  the  problems  of  instruction.     In  case 

,  require  the  students  ran  away  from  school  or  stayed  away  longer  than 

of  visitatorea  the  prescribed  time,  or  for  other  similar  misdemeanors,  the 

Rektor  must  report  the  same  to  the  Scholar chs  and  Visita- 

tores  of  the  school  and  act  in  accord  with  their  decision  in  the 

matter.    Finally,  he  was  forbidden  to  receive  any  student 

because  of  a  request  or  recommendation  on  the  part  of 

friends;  he,  alone,  must  be  the  examiner  and  must  accept 

only  those  who,  under  the  examination  given,  gave  promise 

of  doing  something  worth-while  in  the  future. 

With  reference  to  the  subordinate  teachers  and  "co- 
laborers,  there  was  also  considerable  said  in  the  way  of 
and  duties  admouitiou  and  absolute  demands.  Unity  among  them- 
preceptors  selves  was  a  thing  to  be  cherished.  They  must  aid  the 
weaker  among  them.  In  case  there  were  a  few  young 
teachers  they  were  permitted  to  go  to  the  Rektor  for  assist- 
ance, in  order  that  they  might  not  cease  to  learn,  but  con- 
tinue to  grow.  If  any  of  them  were  obliged  to  leave  the 
school  for  a  time,  they  must  make  arrangement  to  have  one 
of  their  colleagues  take  their  place,  so  that  the  boys  need 
not  be  the  losers  by  reason  of  the  teachers'  absence.  They 
were  practically  forbidden  to  leave  save  in  unavoidable 
emergencies.  Each  teacher  had  appointed  hours  at  which 
he  must  be  in  the  school,  and  was  forbidden  to  leave  before 
the  end  of  that  period ;  furthermore,  the  Count  admonished 
them  not  to  allow  their  minds  to  wander,  but  to  leave  their 
household  cares  for  the  time  being  and  give  their  entire 
attention  to  the  work  in  school.  For  unruliness  they  were 
forbidden  to  strike  the  student,  or  pull  his  hair  and  ears. 


Inspection 


PROVISIONS  OF  THE  ORDNUNG  OP  1580  23 

It  was  hoped  that  by  close  acquaintance  with  the  boys  the 
teachers  would  be  able  to  rule  by  more  gentle  means,  rigorous 
action  being  made  unnecessary.  By  close  acquaintance  was 
not  meant  familiarity,  but  rather  such  close  oversight  of 
each  boy  that  the  teacher  might  know  how  he  worked,  his 
habits  of  living,  of  study,  temperament,  and  so  forth.  Of 
these  things  the  master  must  keep  both  written  and  mental 
note.  In  case  of  differences  among  themselves  they  must 
discuss  the  points  on  both  sides  of  the  question  in  a  candid 
manner  and,  if  necessary,  allow  their  colleagues  to  decide 
the  question  on  its  merits. 

Among  their  most  important  duties  is  that  of  visiting  the 
boys'  rooms  frequently  to  go  through  boxes  and  trunks,  and 
to  read  the  letters  found  in  the  same.    They  must  admonish  ofrTOM"' 

.  .         letters  and 

the  disobedient  and  pumsh  the  boisterous  and  those  who  beiongingg 

.  of  the  boys 

evidenced  an  evil  disposition.  In  this  most  efficacious 
manner  it  is  provided  that  the  boys  should  never  be  left 
alone,  for  teachers  were  at  all  times  present,  both  in  the 
living  quarters  and  in  the  study  rooms.  This  plan,  doubt- 
less, had  many  advantages,  both  for  discipline  and  instruc- 
tion, for  the  teachers  were  in  charge  of  the  boys  all  of  the 
time  and  were  commanded  to  see  that  they  always  used  Pupiimust 
Latin  in  their  conversation,  thus  making  it  an  instrument  to  at  au  timea 
be  used  in  all  life  situations,  not  merely  a  plaything  of  the 
school  room. 

Following  this  exegesis  on  the  offices  and  duties  of  the 
teachers.  Count  Moritz  indicated  briefly  the  things  that  he 
considered  necessary  for  a  Christian  school  to  do  and  the 
way  in  which  they  must  be  done.  As  stated  in  the  plan  a 
Christian  school  should  accomplish  three  things. 


24  FURSTENSCHULEN  IN  GERMANY 

Purpose  of  1-  Instill  a  true  faith  and  knowledge  of  God. 

k'dicatSi  2.  Give  mental  and  moral  discipline. 

3.  Teach  the  boys  to  become  learned  and  reasoning  men. 

The  Christian  teaching  was  placed  first  in  importance 

and  the  wish  expressed  that  the  boys  might  at  least  take 

S9U8  Christian    principles    from    the    school.    The    essence    of 

mstniction  pgijg^Q^g  instruction  was  to  be  found  in  the  Uttle  book  called 
the  Catechism,  which  Luther  recommended  above  all  others 
for  the  use  of  pupils.  Besides  this  there  was  much  practice 
in  the  copying  of  passages  from  the  Scriptures,  and  a  great 
amount  of  reading.  Special  prayers  were  to  be  written 
which  were  to  be  used  by  the  boys  at  certain  specified  times 
of  the  day — such  as  how  to  thank  God,  how  to  pray  on 
rising  in  the  morning,  and  on  going  to  bed  at  night,  what  to 
say  when  going  to  class  and  at  dinner,  as  well  as  what  to  say 
on  coming  from  the  same.  The  feHgious  instruction  was  not 
limited  to  the  special  periods  assigned  to  it,  but  in  all  the 
lessons  the  teachers  were  required  to  inculcate  a  knowledge 
of  the  Scriptures  and  fear  of  the  transgression  of  God's  laws. 
These  many  minute  regulations  seem  strange  when  con- 
trasted with  modern  times,  but  at  that  time  it  was  to  be 

Formalism  expected  that  things  should  be  ordered  in  detail  for  the 
teristic  individual,  for  the  days  of  individual  freedom  had  not  come, 
though  individuahty  in  matters  of  thought  was  not  at  such 
a  premium  as  it  had  been  before  the  Reformation.  As  one 
reads  these  orders,  one  cannot  help  feeling,  if  he  has  been 
inclined  to  believe  that  with  the  Reformation  there  came  a 
new  freedom  in  religious  affairs,  that  though  there  was  a 
ripple  on  the  surface  here  and  there  which  indicated  greater 
individuality  in  thought,  yet  there  was  still  a  great  amount 
of  formalism.    We  know,  of  course,  that  there  must  have 


PROVISIONS  OF  THE  ORDNUNG  OF  1580  25 

been,  because  it  is  impossible  to  change  the  trend  of  human 
thought  in  a  few  years  only.  The  people  were  still  dependent 
in  their  thought  hfe  and  needed  guidance;  they  had  been  led 
in  all  matters  by  the  Church,  and  that  having  been  removed, 
they  naturally  followed  another.  Perhaps  that  place  was 
taken  by  Luther  more  than  any  other;  his  leadership  and 
influence,  at  any  rate,  were  very  potent  in  the  action  of  the 
princes  and  other  secular  heads  who  estabHshed  schools, 
such  as  we  are  considering  here,  and  outlined  definite  plans 
for  their  government. 

Considerable  time  was  devoted  to  the  subject  of  dis-  Discipline 
cipline  and  training,  the  chief  end  being,  as  was  stated 
above — to  inculcate  a  fear  of  God  in  such  a  way  that  the 
pupil  would  not  only  be  wise  in  the  affairs  of  his  church,  but 
also  show  it  in  his  life  and  actions.  In  discipHne,  though 
the  use  of  the  rod  was  to  be  avoided,  it  was  recognized  as 
the  last  resort  in  some  cases.    It  must  therefore  be  used,  ^  , ,  , 

'    Kod  to  be 

but  always  in  a  wise  manner  and  without  tyranny  and  Jf^^^^^*^  ^*^* 
harshness. 

The  clothing  of  the  pupils  was  to  be  of  the  ''style  of 
pious  people,"  possibly  of  monkish  design,  each  one  accord- 
ing to  his  own  rank.  Fancy  clothing,  ornamental  dress  and  Sunjie 
headgear  were  rigorously  forbidden,  because  they  bred 
hghtmindedness  and  were  not  becoming  to  learned  and 
honorable  people.  Pupils  were  not  allowed  to  be%r  arms, 
and  if  they  came  to  school  bearing  them,  they  were  to  be  l°^^^° 
taken  by  the  teacher  on  their  arrival  and  kept  for  them 
until  departure.  Books  of  fables,  cards,  dice,  yellow  Utera- 
ture,  and  dancing  were  all  alike  forbidden.  Instead  of  these 
pastimes  exercises  were  recommended  that  were  conducive  to 
bodily  health.    Significant  breaches  in  discipHne  were  to  be 


26  FUESTENSGHULEN  IN  GERMANY 

considered  by  the  teachers  assembled  together,  but  small 

faults  were  condoned  or  perhaps  talked  over  with  the  pupil 

Confession  in  sccrct.     Pupils  Were  urged  to  confess  their  faults  of 

recom-  whatever  nature,  whether  against  God  or  the  rules  of  the 

school.     A  confession,  or  giving  themselves  up  in  this  manner 

meant  that  the  punishment  would  at  least  be  less  harsh,  and 

possibly  waived  entirely — depending  on  the  nature  of  the 

offense.     A  rule,  probably  very  unjust,  at  least  according  to 

our  way  of  thinking,  was  that  a  boy  who  witnessed  a  wrong 

and  did  not  report  it,  was  punished  for  it  the  same  as  the 

perpetrator  of  the  offense.      All  that  was  not  mentioned 

specifically  by  the  Count  was  left  to  the  discretion  of  the 

preceptors  to  work  out  for  themselves,  and,  indeed,  with  so 

many  positive  guides  they  should  get  along  without  difficulty. 

The  kind  of  a  master  will  usually  determine  how  the 

^  ,         school  will  be  conducted.    The  characteristics  of  a  finished 

On  the  con- 

duct  of  and  well-prepared  master  were  stated  .as  follows: 

teaching  in  *^      ^ 

t  e  so  00  8  1.  He  must  possess  great  learning. 

2.  He  must  be  industrious  and  even  tempered. 

3.  He  must  know  the  right  way  and  method  in  which  the  boys  are 

to  be  taught. 

characterb-  Thcse  wcre  scarcely  to  be  questioned,  for  what  could  he 
master  teach,  if  he  himself  were  an  ignoramus;  and  how  would  he 
be  able  to  govern  others  if  he  were  unable  to  govern  himself? 
He  must  have  the  disposition  of  a  good  student,  who, 
though  he  knows  much,  is  still  wiUing  to  learn;  neither  must 
he  approach  the  student  as  a  learner,  nor  think  that  he  has 
taught  well  if  the  student  be  able  to  recite  many  verses  of 
Greek  or  Latin,  but  shall  make  it  his  first  consideration  to 
build  a  firm  foundation  of  grammar  so  that  the  later  work  in 
language  may  be  secure.     "Make  progress  slowly  but  sm-ely'' 


PROVISIONS  OF  THE  ORDNUNG  OF  1580  27 

is  his  oft  repeated  advice,  even  to  those  who  have  the  bright- 
est scholars;  to  those  who  have  the  weaker,  he  says  to  be 
patient,  for  they  may  be  easily  turned  aside  from  the  paths 
of  knowledge,  if  they  note  that  their  small  knowledge  is 
scorned  by  the  teacher  whom  they  are  taught  to  admire 
and  respect. 

By  presenting  the  subject  in  small  amounts  and  with 
great  regularity  and  precision  in  all  the  exercises  of  reading  to  be  made 
and  writing,  it  was  hoped  that,  though  it  was  at  first  distaste-  itself 
ful  to  the  pupil,  he  would  come  to  Uke  it  when  he  reached  a 
complete  understanding  of  what  he  was  doing.  Everything, 
for  the  sake  of  clarity,  was  to  be  explained  by  means  of 
examples,  and  all  that  was  not  necessary  was  to  be  omitted, 
so  that  the  work  when  finished  would  represent  a  continuous 
chain,  in  which  each  hnk  was  necessary  to  the  whole. 

The  content  of  the  literature  studied  was  to  be  of  such  „ 

Content  of 

nature  that  the  student  would  not  only  learn  the  language,  ti»e  work 
but,  at  the  same  time,  get  some  valuable  information  and 
truth.    After  the  orators  they  were  to  read  the  poets,  with 
considerable  attention  to  the  differences  in  the  style  of  both, 
in  reading  and  in  writing.     Great  uniformity  in  teaching  was 
urged  to  be  observed  by  all  members  of  the  staff.    Masters 
were  to  state  the  rules  always  in  the  same  way  in  grammar 
or  in  other  arts  and  to  continue  to  use  the  same  authors,  for 
in  this  way  great  confusion  was  saved  the  student,  and  his 
progress  made  more  rapid  and  certain.     In  the  reading  of 
the  authors  it  was  especially  necessary  that  the  meaning  of  ^  .. 
every  word  be  perfectly  understood,  for,  as  stated  above,  ^^^^ 
the  content  of  the  text  was  considered  to  be  of  value  to  the 
beginner  in  the  language.     In  the  reading  of  Cicero  especial 
attention  was  given  to  the  form  of  the  writing,  and  if  in  the 


28  FUESTENSCHULEN  IN  GERMANY 

work  mention  was  made  of  fables  of  the  heathen  world — 
which  were  prohibited  in  their  rooms — they  must  be  related 
in  the  briefest  manner,  no  further  mention  being  made  of 

Slight  men-  ° 

tionjo^be  them  than  was  necessary  for  the  understanding  of  the  lesson. 
^Ifabies  ^P^^^^l  difficulties  in  the  text  that  were  a  burden  to  the  pupil 
and  not  worthy  of  the  time  they  consumed,  were  to  be 
admitted  by  the  teachers  just  as  a  farmer  would  drive 
around  a  stump  which  could  not  be  removed  without  too 
great  a  waste  of  time  and  effort. 

The  expenditure  of  a  great  deal  of  time  in  mere  repetition 
was  deplored,  and  teachers  were  enjoined  repeatedly  not  to 
^^KlS-s  S^^^  ^^^S  ^^^  involved  speeches,  but  rather  to  make  them 
brief,  that  they  might  be  easily  grasped,  and,  if  necessary, 
memorized  by  the  pupil.  The  use  of  many  words  to  mean 
one  or  nearly  the  same  thing  was  discouraged  especially  in 
the  earher  classes.  However,  when  the  student  reached  the 
higher  classes  and  learned  to  use  the  art  of  the  poets  and  the 
orators,  then  study  of  the  usage  of  many  similar  words  was 
justified. 

Previous  to  the  Ordnung  of  1580  there  was  provision  for 
but  two  classes  in  the  schools  at  Grimma,  Meissen  and 
^itodi  Pforta.  It  was  found,  however,  that  many  came  into  the 
schools  who  could  neither  decline  Latin  nouns  nor  conjugate 
the  verbs  properly,  and  for  that  reason  the  Ordnung  of  1580 
provided  for  three  classes,  Prima^  Sekunda  and  Tertia,  A 
survey  of  each  class  and  its  work  will  be  presented. 

Originally  it  had  been  intended  that  those  who  had  had 

the  required  work  for  the  Tertia  of  the   Partikularschulen 

Prima  ^Qjj^i^  j^ave  the  required  standing  for  entrance.     For  that 

reason  the  work  now  placed  in  the  Prima  of  the  Fursten- 

schulen  was  made  similar  to  that  required  in  the  Tertia  of 


PROVISIONS  OF  THE  ORDNUNG  OF  1580  29 

the  Partikularschulen.  This  secured  a  sort  of  review  of  the 
work  of  the  last  year  of  the  Partikularschulen,  for  the  student 
who  had  already  had  it,  and  furnished  an  easy  step  for  the 
student  who  had  less  advanced  standing.  The  course  of 
study  for  the  Prima,  as  organized  in  1580,  contained  the 
following  elements, 

1.  The  catechism  in  Latin.  R^m6of 

2.  Declension  and  conjugation  of  nouns  and  verbs  for  the  boys 

who  just  entered. 

3.  Letters  of  Cicero. 

a.  Study  of  the  formation  of  words. 

4.  Memorization  of  the  Mimos  publianos  and  the  Canton. 

The  works  of  Cicero  and  the  poets  were  to  be  used,  not  only 
for  reading,  but  as  models  for  practice  in  the  perfecting  of 
style. 2 

As  the  Prima  was  nearly  the  same  as  the  Tertia  of  the 
Partikularschule,  so  the  Sekunda  was  very  similar  to  the 
Quarta  of  the  Partikularschule.  The  main  elements  of  the 
Sekunda  may  be  summarized  as  follows: 

1.  Grammar. 

2.  Order  of  repetitions,  lessons,  and  exercises  were  to  be  the  same   ^^  j.^  ^j 

as  is  stated  for  the  Partikular  schools.  the  Sekunda 

3.  Elegantiis  Ciceronis  used  for  study. 

4.  Rules  of  syntax;  Profidiam. 

5.  Epistles  of  Cicero,  more  difficult  than  those  used  in  the  Prima. 

6.  At  times  they  were  permitted  to  read  the  praecepta  morum, 

Fabulas  Aesopi,  Bucolica  Virgili,  Elegia  of  Tibullo  and  from 
the  books  of  Ouidi  de  Ponto. 

7.  Elementary  study  of  Greek  language  was  begun  in  this  class. 

*  For  a  discussion  of  the  narrow  Ciceronian  education  see  Monroe, 
Textbook,  pp.  372  ff.  and  Graves,  Student's  History,  pp.  108  f. 


Tertia 


30  FURSTENSCHULEN  IN  GERMANY 

8.  Some  of  the  best  students  of  the  class  were  allowed  to  study 
arithmetic  and  music. 

Much  of  the  work  of  the  Tertia  was  of  similar  nature  to 
those  just  mentioned,  with  the  exception  that  it  was  all 
more  advanced. 


1.  A  repetition  of  the  Grammatica  mentioned  above. 
R^sum^  of  2.  Complete  Grammatica  Philippi,  as  it  was  written  by  Philippus 

thecourseas  ^         ■^  ^       ^  ffi  j  ff 

it  was  put-  and  revised  by  Oameranus. 

^°®^  3.  Authors  to  be  read  were:  Oficia  Ciceronis,  de  Senectute,  de 

Amicitia,  Quaestiones  Tusculanae,  Georgica,  libri  Aeneide, 
Virgin  and  Odae  Horatii. 

4.  Greek:  Isocratem  ad  Demonicum,  Theognidem,  Aurea  Carmina, 

Pythagorae,  lihrum  Lliados  Homeri  primum,  Plutarchum  de 
liberorum  institutione — to  be  read.  Some  of  the  plays  of 
Terence  and  Plautus  were  to  be  played  each  year  by  the  boys, 
chiefly  for  the  purpose  of  perfecting  their  speech.  In  reading 
the  Latin  and  the  Greek  authors  teachers  were  warned, 
again  and  again,  that  if  anything  was  mentioned  that  was 
not  in  harmony  with  the  religious  faith,  they  should  warn  the 
boys  against  it  and  then  pass  it  by  as  quickly  as  possible. 

5.  In  this  third  class  was  also  made  a  beginning  in  the  study  of 

Dialectic  and  Rhetoric,  the  manner  of  teaching  being  indi- 
cated in  the  Partikvlarschulen.  The  purpose  of  Rhetoric 
and  Dialectic  in  this  place  was  to  prepare  for  the  study  of 
Philosophy  in  the  higher  schools,  if  perchance  the  pupil  should 
advance  that  far. 

6.  To  a  few  of  the  most  advanced  the  Rektor  was  required  to  teach 

the  rudiments  of  Astronomy,  so  that  they  might,  at  least, 
have  made  a  beginning  for  the  work  of  the  higher  schools. 
No  special  attention  was  to  be  given  to  Theology,  Law  or 
Medicine,  except  as  it  occurred  in  the  reading  work. 

7.  The  Hebrew  language  was  to  be  taught  to  any  of  the  pupils  who 

were  inclined  to  the  study  of  Theology,  provided  there  was  a 
teacher  who  had  the  knowledge  and  the  desire  to  teach  it. 
This  work  was  relegated  to  Saturdays,  and  does  not  seem  to 
have  had  an  important  place. 


PROVISIONS  OF  THE  ORDNUNG  OF  1580  31 

In  order  that  knowledge  might  be  kept  well  in  mind, 
great  emphasis  was  placed  on  the  value  of  frequent  repeti- 
tion. Aside  from  this  feature  there  were  held,  throughout 
the  year  at  regularly  stated  intervals,  extensive  examinations 
to  see  what  progress  had  been  made  and  to  test  the  memory 
of  the  pupil.  The  memory  work  was  not  made  secure  alone 
by  the  recurrence  of  examinations,  but  also  by  the  immense 
amount  of  work  thlit  had  to  be  learned  verbatim  every  day. 
Their  argument  for  the  great  stress  on  memory  was 
stated  in  the  following:  *'0f  what  worth  is  it  to  learn  a 
thing  if  one  immediately  forgets  what  it  is?"  Those  things  Things. to  be 
to  be  learned  by  heart,  especially,  were  the  Catechism^  some 
of  the  Psalms  of  David,  the  Evangelia,  and  the  rules  of 
grammar,  dialectic  and  rhetoric.  In  speaking  and  reading 
great  emphasis  was  placed  on  the  pronunciation. 

The  memory  work  which  played  so  great  a  part  in  reading 
and  grammar  was  strongly  emphasized  also  in  writing.  The 
style  of  an  exercise  was  good,  better  or  best  according  to  the  style  of 
success  with  which  it  aped  the  style  of  Cicero  or  some  of  the  exercise 
poets.  It  was  not  an  individuahstic  natural  style  that  was 
desired  but  the  imitation  of  that  of  another.  So  the  best 
pupil  was  the  one  who  could  imitate  everything  most  suc- 
cessfully. 

The  marking  of  the  compositions  was  also  definitely  pre- 
scribed.    It  was  not  enough  that  whatever  was  absolutely  Themarki 
bad  Latin  be  pointed  out  to  the  student,  but  also  that,  changes  oi  the  exer- 
be  recommended  by  the  teacher  that  would  make  a  finer  master 
harmony  of  rhythm  and  sound.    This,  of  course,  was  neces- 
sary if  anyone  was  to  learn  to  imitate  the  style  of  the  Latin 
authors.    Teachers  were  also  advised  that  it  was  not  wise  to 
call  attention  to  all  mistakes  at  once,  for  in  that  way  the 


32  FURSTENSCHULEN  IN  GERMANY 

pupil  might  become  discouraged;  but  rather,  they  must 
emphasize  a  few  at  a  time,  those  of  most  importance,  so  that 
the  student  would  feel  that  his  work  was  not  all  in  vain  and 
would  therefore  have  a  desire  to  correct  his  style,  when  he 
saw  it  was  within  his  abihty  to  do  so. 

It  is  quite  proper  at  this  point,  after  reviewing  the  course 
of  study  and  the  manner  of  teaching  it,  to  notice  briefly  the 
examinations  that  were  given,  and  the  reasons  for  giving 
them.  The  reasons  which  were  put  forth  for  them  were 
substantially  as  follows:  (1)  In  order  that  one  might  at  stated 
intervals  take  note  of  his  progress  and  be  encouraged  thereby; 
(2)  the  student,  being  aware  that  a  day  of  reckoning  was  to 
come  would  devote  himself  to  his  studies  more  zealously 
than  otherwise;  (3)  the  examination  records  were  kept  and 
thus  the  weaknesses  of  the  individual  student  were  found 
out  and  could  be  given  special  attention,  whether  the  student 
was  promoted  or  not;  (4)  examinations  were  necessary  to 
help  determine  which  students  they  should  retain  and 
those  they  should  release.  It  seems  from  this  description 
that  the  results  of  the  examinations  were  really  put  to  a  good 
use,  at  any  rate,  to  a  better  use  than  at  present,  when  the 
Examina-  ^^^k  is  used  chiefly  to  rate  the  student  who  often  has  no 
*tTeE  other  record  than  that  made  in  the  examination.  The 
of  promotion  examination  was  the  only  basis  of  promotion  provided  by 
the  Ordnung,  though  a  close  record  of  the  other  work  was 
always  kept,  as  has  already  been  stated. 

SUMMARY 

The  Ordnung  of  1580  provided  for  reorganization  of 
schools.  Special  attention  was  given  to  the  character  and 
training  of  masters,  their  duties,  selection  of  pupils,  super- 


PROVISIONS  OP  THE  ORDNUNG  OF  1580  33 

vision,  punishment  for  offenses,  and  the  relationship  that 
should  exist  between  members  of  the  teaching  staff.  The 
purpose  of  the  schools  was  stated  as  mental,  moral,  and 
religious  discipline.  Studies  were  extremely  formal;  a 
uniform  method  and  routine  of  teaching  were  required  of  all. 
Discipline  was  strict.  The  required  work  for  the  three 
classes.  Prima,  Sekunda,  and  Tertia,  was  outhned  in  detail. 
Grammar  was  the  basic  study,  preparing  for  a  study  of  the 
orators  and  poets.  Greek  study  was  begun  in  the  Sekunda, 
while  those  who  desired  could  begin  Hebrew  in  the  Tertia. 


CHAPTER  IV 

Rules  Governing  Conduct 

We  shall  now  notice  some  of  the  rules  that  were  to  govern 
^"^^h?K™'  ^^^  ^^y^^  ^^  ^^^"'  every-day  activity.     If  perchance,  up  to 
activities  now,  oue  may  have  entertained  some  beUef  that  anything 
was  left  to  choice  of  the  individual,  that  belief  will  now  be 
dispelled,  for,  in  the  Statuta,  the  minutest  details  were  all 
covered.    First,  in  regard  to  their  attitude  toward  God  and 
their  relation  to  their  teachers,  they  were  to  cherish  a  whole- 
some fear  and  love  for  the  former,  being  careful  lest  they 
take  His  name  in  vain,  and  indulging  in  almost  constant 
prayer  to  Him  for  the  condonement  of  faults  and  aid  in  their 
"^^tJideto^  various  activities.     To  harmonize  all  this  with  the  rest  of 
wards  God  ^jjgjj.  gchool  life,  they  were  to  learn,  as  previously  mentioned, 
the  most  important  parts  of  the  Bible  and  to  try  to  exemplify 
its  teachings  in  their  own  Uves.     They  must  shun  all  idolatry 
and  heresy;  and  the  only  way  to  be  sure  that  they  were 
keeping  in  the  narrow  way  was  by  prayer  morning,  night, 
and  during  the  day,  that  God  might  keep  them  to  the  true 
Ught. 

Not  only  mufft  their  relation  to  teachere  be  very  respect- 
ful and  kind,  but  they  must  always  seek  to  have  a  charitable 
Attitude  feeling  for  each  other  and  shall  all  Hve  very  peaceably  to- 
iSefa  gether.  No  one  was  to  presume  to  settle  his  own  quarrel 
with  another  but  must  report  the  trouble  to  the  preceptor 
and  have  it  settled  in  a  peaceable  manner.  The  peaceable 
youngster  was  thus  set  up  as  a  model  for  all  the  others. 


RULES  GOVERNING  CONDUCT  35 

Each  student  was  a  guard  on  the  others,  and  if  one  did  a 
wrong,  another  one  could  warn  him  and  punish  him.  There  towards  each 
seems  to  be  a  contradiction  between  this  last  statement 
and  the  one  mentioned  above,  that  all  affairs  among  the  boys 
must  be  reported  to  the  preceptor;  the  contradiction,  how- 
ever, is  only  seeming,  and  in  practice  there  was  probably  none 
whatever.  The  boys  were  probably  allowed  to  settle  minor 
matters  among  themselves,  but  the  more  obstinate  cases 
had  to  be  iH-ought  before  the  preceptor.     In  their  command  obedience 

was  due  to 

over  the  boys  the  preceptors,   Rektor,  and   Visitatores  or  aii  teachers 

„  ,         ,  ,  -      -  andin- 

mspectors  were  all  to  be  shown  the  same  respect  and  obe-  spectors 
dience  on  the  part  of  the  boys. 

Special  rules  were  provided  for  the  boys  in  chiu'ch.    From 
the  trend  of  these  remarks  concerning  their  behavior,  i^  (v  j  *  t 
appears  that  the  orders  might  indeed  have  been  designed  for  church 
a  Sunday  School  on  the  East  Side  of  New  York  City.    The 
important  details  of  the  seven  injunctions  are  here  set  down. 

1.  They  must  attend  the  church  service  in  a  quiet  manner. 

2.  There  shall  be  no  quarrelling  with  each  other  about  the  seats. 

3.  They  shall  sing  God's  Praises,  not  only  with  mouths,  but  hearts. 

4.  They  shall  listen  to  the  Word  of  Godj  as  though  to  God  himself. 

5.  During  the  sermon  they  shall  not  read,  but  listen. 

6.  They  shall  pre^iare  themselves  to  receive  the  Sacrament  of  the 

Lord's  Supper. 

7.  After  the  sermon  is  over  they  shall  go  quietly  from  the  church, 

and  not  cause  anyone  to  stumble. 

The  rules  for  the  manifold  daily  activities  and  the  manner 
of  keeping  their  rooms  were  scarcely  less  exacting,  and  were  Rules  for 
very  similar  to  those  in  many  mihtary  academies,  though  12^*^' 
in  many  affairs  they  were  more  strict.     For  the  sake  of  '*^°^ 
brevity  a  resume  of  the  essentials  is  given:  (1)  They  shall 
rise  early  in  the  morning  when  the  bell  for  prayer  is  rung, 


36  FURSTENSCHULEN  IN  GERMANY 

and  have  their  rooms  open;  (2)  they  shall  make  their  beds 
and  have  their  rooms  clean  and  neat;  (3)  hands  and  face 
must  be  washed  daily,  hair  combed,  and  shoes  cleaned; 
(4)  they  must  always  have  their  proper  books  at  hand  at 
the  proper  time;  (5)  they  shall  not  visit  or  chat  in  each  other's 
rooms,  nor  even  enter  the  same;  (6)  during  study  hours 
there  shall  be  no  singing  or  commotion  of  any  sort  that  will 
disturb  those  who  wish  to  study;  (7)  shouting  and  boisterous 
laughter  are  at  all  times  forbidden;  (8)  no  one  shall  have  a 
burning  light  in  his  room;  (9)  no  one  shall  throw  aught  out 
of  the  window;  (10)  all  are  required  to  go  to  bed  each  night 
at  the  appointed  time;  (11)  before  going  to  sleep,  one  must 
think  over  the  things  one  has  heard,  seen,  and  spoken  during 
the  day;  (12)  on  moving  out  one  shall  not  remove  anything 
from  the  room  in  which  he  has  been.  With  a  few  exceptions, 
one  might  imagine  that  he  had  come  upon  the  house-rules 
of  a  modem  fraternity;  but  the  exceptions  mentioned  would 
be  hard  to  find  in  the  rules  of  any  modern  house. 

There  was  likewise  a  list  of  rules  for  conduct  at  the  table 
^It^]^  of  which  a  few  are  mentioned  here.     (1)  At  each  meal  a 

manners  ^    ' 

certain  one  shall  offer  prayer  and  another  shall  read  a  portion 
of  the  scripture  in  order  that  the  minds  may  be  refreshed  as 
well  as  their  bodies;  (2)  they  shall  be  very  attentive  to  the 
reading  of  the  Book;  (3)  no  one  shall  drink  to  the  health  Of 
another;  (4)  no  one  shall  carry  meat  or  bread  from  the  table 
or  to  school;  (5)  further,  they  shall  not  gnaw  the  bones  like 
dogs  nor  shall  they  cut  the  bread  to  pieces  and  make  schnidt 
hrodt  of  it.  The  propensities  of  boys  in  the  art  of  cutting  and 
carving  seem  to  have  been  dominant  as  at  present,  for 
another  rule  forbade  them  to  cut  the  table,  plates  or  table- 
cloth, or  mar  the  furniture  in  any  way  whatsoever. 


KULUS  GOVERNING  CONDUCT  37 

Concerning  the  rules  that  were  to  govern  them  in  classes 
a  great  deal  could  be  said.  Great  emphasis  was  placed  on  Behavioral 
being  at  class  promptly,  listening  attentively  to  the  master 
when  he  was  reading,  speaking  plainly  and  forcibly  when 
called  upon  to  speak,  always  keeping  books,  pen,  ink,  paper, 
and  other  utensils  at  hand  at  the  proper  time;  further  was 
urged  the  keeping  of  a  permanent  notebook  in  which  was  to 
be  kept  the  previous  sayings  of  the  master,  which  they  must 
learn  to  know  themselves,  so  as  to  enrich  their  own  speaking 
and  writing  vocabulary.  Their  speech,  at  all  times,  was  to 
be  closely  guarded,  keeping  in  mind  that  at  some  time  they  • 
would  have  to  answer  for  every  word  spoken.  The  Latin 
was  to  be  used  at  all  times,  not  only  before  thefc preceptor  but 
among  the  boys  themselves.  They  were  forbidden  to  tell 
stories  of  shameful  nature  and  above  all  were  urged  to  be 
careful  to  say  nothing  that  would  cause  a  brother  to  stumble. 

For  the  sake  of  convenience  to  the  reader,  there  is  pre- 
sented a  summary  of  certain  rules  to  be  followed  by  the  boys  a  Bummary 
each  day.  (1)  The  work  of  the  day  shall  all  be  apportioned 
its  alloted  amount,  so  one  may  know  what  is  to  be  done  and 
when  to  do  it;  (2)  the  first  and  last  hours  of  the  day  shall  be 
spent  in  reading  the  Holy  Writ;  (3)  the  boys  shall  not 
associate  with  the  cooks  or  other  servants;  (4)  neither  at 
night  nor  in  the  day  shall  they  absent  themselves  from  the 
school  premises;  (5)  cheap  literature  shall  not  be  read,  neither 
be  kept  in  their  possession;  (6)  if  invited  to  dances  by  people 
outside  the  school,  they  shall  not  accept;  (7)  he  shall  not  be 
away  from  school  over  night  without  the  permission  of  one 
of  the  masters ;  (8)  he  shall  send  no  secret  messenger  from  the 
school;  (9)  he  shall  neither  walk  nor  play  except  at  periods 
when  free  to  do  so;  (10)  shall  neither  bemottle  the  walls  nor . 


38  FURSTENSCHULEN  IN  GERMANY 

scratch  the  tables;  (11)  there  shall  be  no  playing  erf  cards  or 
dice;  (12)  without  special  permission  they  shall  not  borrow 
money,  buy  books  or  clothes;  (13)  they  shall  neither  play  for 
money  nor  books;  (14)  no  strangers  are  to  be  brought  to  their 
rooms  or  meals  without  permission;  (15)  they  shall  not  talk, 
out  of  school,  about  that  which  happens  in  school;  (16)  all 
teachers  of  the  school  shall  receive  due  respect;  (17)  pupils 
shall  carry  no  false  keys. 

^"*^?amiw  ^^^  duties  of  the  famulus  were  numerous  and  varied, 
but  he  did  not  for  that  reason  escape  the  minute  regulations. 
The  term  famulus  was  applied  to  one  who  helped  around  the 
school,  doing  certain  odds  and  ends  that  did  not  seem  to 
belong  to  any  one  else.  He  was  evidently  a  very  common 
character  in  the  schools  of  this  type.  Some  of  his  duties 
were  as  follows:  (1)  he  must  ring  the  bell  at  stated  periods 
as  warning  to  rise,  go  to  bed,  and  cease  playing;  (2)  he  must 
prepare  the  tables  for  the  meals;  (3)  he  was  also  subject  to 
all  other  general  regulations  of  the  school;  (4)  after  the  meal 
they  were  not  all  allowed  to  leave  at  once;  (5)  he  must  not 
bring  apples,  pears  and  nuts  to  the  school;  (6)  must  not  bear 
secret  letters  from  the  school.     It  is  also  interesting  to  notice 

^f/oSw  ^^^  graded  series  of  punishments  meted  out  for  his  offenses. 
For  the  first,  his  act  shall  be  denounced  and  he  shall  be 
warned  of  future  punishment;  in  the  second  place,  he  shall 
be  made  to  eat  on  the  earth;  (third,  regular  food  and  drink 
shall  be  denied  him;  fourth,  the  rod;  fifth,  the  Fidel;  sixth, 
the  Karzer;  seventh,  for  the  last  and  greatest  offense  he 
shall  be  discharged  from  the  school. 

The  importance  of  the  position  of  the  inspectors  demands 

insp^w  ^Yisii  some  mention  of  their  work  be  made.     The  purpose  of 

having  inspectors,  as  was  mentioned,  was  to  see  that  all  the 


Must  make 


RULES  GOVERNING  CONDUCT  39 

recommendations  were  carried  out  as  desired.  The  inspec- 
tors, who  were  to  attend  to  this  work  of  supervision  were  to 
be  named  by  the  secular  authority,  some  being  selected  from  named  by 
the  nobility  and  others  from  the  learned  classes.  Not  only  authority 
the  instruction  was  to  be  investigated,  but  also  the  economic 
conditions.  The  management  of  the  kitchen  was  scrutinized 
as  well  as  the  dihgence  with  which  the  boys  learned  their 
lessons.  It  appears  to  have  been  a  very  thorough  inspection, 
if  the  directions  given  may  be  considered  a  reliable  guide. 
Especially  was  each  boy  to  be  examined  in  regard  to  the 
progress  he  had  made  and  whether  there  was  any  promise 
for  him  in  the  future. 

After  having  completed  the  investigation  of  conditions 
in  the  school  that  he  was  concerned  with,  it  was  the  inspec-  'eports 
tor's  duty  to  prepare  a  written  report  for  the  Oher-Con- 
sistorio.  By  this  means  the  founders  of  the  schools  were 
kept  in  touch  with  them,  and  were  enabled  to  give  aid  to 
those  who  needed  it  and  showed  by  their  standing  that  they 
were  worth  helping.  Where  certain  conditions  in  the  schools 
needed  to  be  improved,  the  inspector  made  this  clear  in  his 
report  and  the  correction  was  then  made  through  the  proper 
authorities.  ^^'^^^^ 

It  would,  indeed,  be  difl&cult  to  find  anywhere  a  better 
spirit,  as  far  as  declarations  are  concerned,  between  the  ad- 
ministrative and  the  teaching  forces  of  an  educational  institu- 
tion. Of  coiu-se,  we  can  only  judge  the  printed  directions, 
but  they  appear  remarkably  well  devised,  both  ideally  and 
concerning  practical  details  for  that  period  when  educational 
systems  were  in  such  a  disorganized  state.  In  the  Ordnungen 
issued,  many  different  types  of  schools  were  mentioned,  and 
for  all  were  given  the  same  specific  kind  of  directions,  leaving 


Inspector 
makes 


Insp 
mak 
recommen- 


40  FUESTENSCHULEN  IN  GERMANY 

no  opportunity  for  avoiding  a  duty  because  of  too  general 
instructions. 

SUMMARY 

The  conduct  of  pupils  was  regulated  by  means  of  defi- 
nitely prescribed  rules,  which  left  nothing  to  individual 
choice.  Special  lists  of  rules  guided  them  at  church,  in  their 
rooms,  at  school,  and  at  mealtime.  The  duties  of  the 
famulus  were  hkewise  described  in  detail.  Reverence 
toward  God  and  unquestioning  obedience  to  teachers  was 
required.  The  secular  authority  named  school  inspectors 
who,  after  making  thorough  investigation  concerning  instruc- 
tion and  the  status  of  the  school  generally,  were  required  to 
make  a  written  report,  with  recommendations,  to  the  Oher- 
Consistorio, 


CHAPTER  V 
Summary:  Later  Development 

In  the  foregoing  pages  we  have  seen  that  many  new  types 
of  educational  institutions  came  into  existence  after  the 
Reformation;  among  these  were  Klosterschulen,  Fursten- 
schulen,  Partikularschulen,  and  writing  schools.  Foremost  ceptionof 
among  the  factors  at  work  which  brought  about  this  increased 
educational  activity  was  the  changed  conception  of  the 
purpose  and  scope  of  education.  The  new  purpose  was  to  . 
train  leaders  for  the  church  and  state,  and  to  insure  the 
spread  of  Christian  knowledge  by  having  all  children  taught 
to  read.  In  its  scope  education  was  to  reach  all  ahke;  rich 
and  poor;  noble  and  lowest  countryman.  " 

This  conception  of  education,  making  necessary  the  pro- 
vision of  free  education  for  native  children,  brought  with  it 
many  difficulties.     Chief  among  them  was  the  problem  of  J^"'**f>^ 
support  for  the  new  schools.    As  the  Catholic  Church  had  support;  uke 

of  church 

possessed  many  foundations,  suitable  for  schools,  these  were  properties 
in  many  cases  taken  over  in  Protestant  countries  for  the  use 
of  the  newly  founded  schools;  such  was  the  case  with  many 
of  the  Kloster-  and  Filrstenschulen.  In  1544  the  Emperor 
took  official  steps  whereby  he  gave  Protestants  permission  to 
make  use  of  the  church  properties  within  their  territory. 
Herein  may  be  seen  the  beginning  of  co-operation  of  church 
and  state  to  provide  the  benefits  of  education  for  all  citizens. 

The  Fiirstenschulen  of  Saxony^  were  modelled,  to  a  great  gi^ii^rit  of 
degree,   after   the    Klosterschulen   of   Wurttemberg.     The  J^etwo 

*  Among  other  Fiirstenschulen,  which  have  not  been  mentioned,  but 
which  follow  much  the  same  outline  as  those  treated  more  fully,  are 
those  at  Tilsit,  and  Lyck  in  Prussia,  Heilsbronn,  WUrttemberg,  and 
others  mentioned  such  as:  Ansbach;  Coburg;  Stettin;  Joachimstal. 


42  FURSTENSCHULKN  IN  GERMANY 

latter  admitted  boys  to  study  for  the  ministry  from  twelve 
to  fourteen  years  of  age,  preparing  them  for  entrance  to  the 
Paedagogium;  after  leaving  this  institution  they  entered  the 
University  of  Tubingen.  Tuition  was  free  for  a  few  who 
passed  certain  examinations.  DiscipUne  was  very  strict; 
regulation  clothing  had  to  be  worn. 

The  function  of  the  Landes-  or  Fiirstenschulen  was  broader 
„     .     than  that  of  the  Klosterschulen,  being  to  furnish  an  education 

Function 

of^«j2«-  for  capable  boys  whether  they  sought  to  enter  the  service  of 
the  church  or  the  state.  Poor  boys  were  admitted;  it  was 
only  necessary  that  they  have  superior  ability.  Strict  dis- 
cipline, plain  food,  simple  clothing,  and  restricted  privileges 
characterized  the  life  of  the  schools.  Details  of  the  schools' 
equipment,  number  of  teachers,  and  number  of  boys  to  be 
admitted  were  all  given  careful  attention  in  the  Ordnungen. 
Detailed  Furthermore,  detailed  consideration  was  given  to:  the  Rek- 

in?h?OTdCT8  ^^^'  ^^^  natural  aptitudes,  preparation,  and  duties  as  foster- 
issued  father  and  teacher;  the  preceptors,  their  mastery  of  self,  and 
duty  of  instructing  boys  in  the  knowledge  of  the  Holy  Spirit; 
private  pupils;  choice  of  superior  boys  for  the  schools; 
expulsion  of  inefficient  teachers;  lesson  periods;  the  exact 
manner  of  supervising  work;  expulsion  of  stupid  and  lazy 
pupils;  study  of  the  school  regulations;  manner  of  treating 
cases  for  discipHne;  inspection  of  quarters;  rehgious  instruc- 
tion; content  of  studies;  special  methods  with  beginners  and 
those  who  were  more  advanced;  organization  of  classes  and 
studies  to  be  covered  in  each;  correction  of  exercises  by  the 
master;  aims  of  examinations  and  many  other  items  of  simi- 
lar importance. 

It  is  stated  that  the  schools  should  definitely  accomplish 
these  things : 


summary:  later  development  43 

a.  instill  true  faith  in  and  knowledge  of  God; 

b.  furnish  mental  and  moral  discipline;  beobtaii 

c.  and  teach  the  boys  to  become  learned  and  reasoning  achoou 

men. 
The  masters  should  be  conspicuous  for: 

a.  great  learning; 

h.  industrious  habits  and  even  temper; 

c.  and  knowledge  of  the  best  methods  of  teaching  boys. 

In  addition  to  a  rather  detailed  discussion  of  the  points 
mentioned  above,  expHcit  regulations  are  given  regarding: 
pupils'  reUgious  attitude;  respect  for  teachers;  harmonious  j^^j^gj^^ 
living  together;  behavior  during  religious  services;  order  in  behavior 
their  rooms  and  routine  duties  of  the  day;  manners  in  the 
dining  hall  and  in  the  class  room. 

Inspection  of  schools  was  given  an  important  place. 
Inspectors  were  chosen  by  the  secular  head  and  after  inspec-  g  rvisk 
tion  were  required  to  submit  written  reports  to  the  Oher- 
Consistorio.  Reahzing,  as  we  do  today,  the  great  value 
derived  through  systeniatizedsupeiivision  we  are  better  able 
to  evaluate  the  benefits  arising  from  its  early  institution  in 
the  Furstenschulen, 

Later  Development 

As  previously  stated,  the  chief  purpose  of  this  monograph 
is  to  present  some  of  the  more  important  features  of  the 
Fiirstenschulen  at  the  time  of  their  establishment,  thus  mak- 
ing clear  some  of  the  practical  results  of  the  Reformation. 
It  will,  however,  be  of  interest  to  students  of  the  history  of 
education  to  note  briefly  the  direction  of  their  development, 
and  also  the  nature  of  the  present-day  institutions  whose 
progenitors  they  were. 


44  FURSTENSCHULEN  IN  GERMANY 

Originating  at  a  time  when  the  classical  tendency  was 

Schools  l)6&i* 

the  marks  beginning  to  assert  itself,  and  being  in  such  a  large  measure 
classical  the  rcsult  of  the  influence  of  men  like  Luther,  Melanchthon, 
and  Camerarius,  we  need  not  be  surprised  to  find  these 
institutions  continuing  to  exert  an  influence  in  favor  of 
classical  studies.  The  feeling  of  intimate  relationship  be- 
tween this  type  of  school  and  the  labors  of  Luther,  as  well  as 
the  influence  of  classical  ideals,  is  recognized  in  the  following 
Unes,  taken  from  a  toast  proposed  to  St.  Afra  in  1863. 

St.  Afra,  Luthers  Schelteri 
Hat  Deinen  Grund  gelegt, 
Hellas  und  Roma's  Welten 
Dein  stolzes  Bauwerk  tragt. 

Even  until  As  late  as  the  beginning  of  the  nineteenth  century  the  old 

recent  years  -ii      i  •         i  i  t   • 

Fiirstenschulen  still  clung  tenaciously  to  the  traditional  cur- 
riculufn,  a  minute  and  formal  study  of  the  classics,  laying 
great  emphasis  on  the  imitation  of  forms  employed  by  classic 
authors.  And  in  them  was  nurtured  an  antagonistic  attitude 
towards  the  new  humanism  found  in  Gymnasien  of  the  nine- 
teenth century. 

Student  life  in  the  Fiirstenschulen  during  recent  years  is 
still  very  similar  to  that  at  the  time  of  their  foundation,  in 
that  the  minute  regulations,  characteristic  of  boarding 
Presrat^stu-  schools,  are  everywhere  in  evidence.  Their  nearest  counter- 
8™jJafJo  part  among  EngHsh  and  American  institutions  may  be  found 
in  the  Great  Public  Schools  or  the  numerous  private  prepara- 
tory schools  and  military  academies  which  furnish  residence 
for  their  students.  Especially  have  they  developed  parallel 
to  the  EngUsh  Public  Schools  in  regard  to  curriculum;  both 
'have  adhered  faithfully  to  the  traditional  classical  course  as 
the  best  means  for  fitting  their  charges  for  social  usefulness. 


BIBLIOGRAPHY  45 


BIBLIOGRAPHY 

Flathe,  Theodor.    Sanct  Afra.    Leipzig.  1879. 

Flemming,  P.    Geschichte  von  Schulpforta.    Naumburg,  1900. 

Graves,  F.  P.     A  Student's  History  of  Education.     Macmillan,  1915. 

Jortin,  John.     The  Life  of  Erasmiis.    Three  volumes.    London,  1808. 

Kirchenordnung  zu  Braunschweig  und  Liinehurg.    Wolfenbiittel,  1569. 

Kirchenordnung  zu  Meckelnhurg.    Witteberg,  1554. 

Kirchenordnung  zu  Witteberg.    Witteberg,  1559. 

Kirchner,  C.     Die  Landesschule  Pforta.    Naumburg,  1843. 

Leach,  A.  F.     English  Schools  at  the  Reformation.    Constable,  1896. 

Mertz,  G.    Das  Schulwesen  der  deutschen  Reformation  im  16.  Jahrhun- 

dert.    Heidelberg,  1902. 
Monroe,  P.     Textbook  in  the  History  of  Education.    Macmillan,  1905. 
Painter,  I.  V.  N.     Luther  on  Education.    Lutheran  Publishing  Society. 

Philadelphia,  1889. 
Paulsen,  F.    German  Education.    Charles  Scribner's  Sons,  1912. 
Richter,  A.  L.     Kirchenordnungen.    Leipzig,  1871. 
Russell,  J.  E.    German  Higher  Schools.    Longmans,  1905. 
Sitchsische  Kirchenordnung.     Leipzig,  1580. 
Sdchsische  Kirchenordnung.     Leipzig,  1568. 
Sehling,  J.  E.     Die  Evangelischen  Kirchenordnungen.    Five  volumes. 

Leipzig,  1911. 
Vorbaum,  R.     Evangelische  Kirchenordnung.    Giitersloh,  1864. 


46 


FURSTENSCHULEN  IN  GERMANY 


INDEX 


Aim    of    education,    in    Kloster- 

schulen,  12  f.;  in  Furatenschulen, 

13  f.,  24. 
Augustus,    17;   recommendations 

of,  18. 
Camerarius,  important  work  of, 

15. 
Catechism,    source   for    religious 

education,  24. 
Church  property,  seiz.ed  by  nobles, 

6  f.;  use  of,  for  schools  approved 

by  Emperor,  8. 
Conduct,  rules  for,  34  ff . 
Count  Moritz,  11,  14. 
Curriculum,  23  f.,  27  ff. 
Discipline,  in  Kloster schulen,  12; 

in  Furstenschulen,  25  f . 
Education,    changing   conception 

of,  2  f.,  41;  free  for  native  chil- 
dren, 3. 
Examinations,  uses  of,  32. 
Famylus,     duties,     punishments, 

etc.,  38. 
Formalism,  characteristic,  24,  31. 
Free  scholars,  12. 
Furstenschulen,    in    Saxony,    13; 

equipment,  15;  function  of,  42. 
Inspection,     of    rooms,     23;    of 

schools,  39  f . 
Inspectors,  duties  of,  38  f . 
Klosterschulen,  in  Wiirttemberg, 

11;  regulations  in  the,  12. 
Latin,  to  be  used  always,  23. 


Luther,  on  education,  4f.;  urges 
use  of  church  property  for 
schools,  6. 

Masters,  paid  by  civil  authority, 
3. 

Melanchthon,  4  f. 

Method,  18,  27  f.,  31.  ■ 

Organization,  of  classes,  28  ff.     ^ 

Preceptors,  duties,  characteris- 
tics, etc.,  18,  22,  26,  31;  in- 
efficient to  be  removed,  20. 

Prima,  r6sum6  of,  29. 

Private  pupils,  not  allowed,  19. 

Pupils,  careful  selection  of,  20  f.; 
some  asked  to  leave,  21. 

Rektor,  duties,  qualifications  of, 
19  ff. 

Religious  education,  24. 

Schools,  new  types  established,  1; 
origin  of,  1  f . ;  union  of  church 
and  state  in  affairs  of,  9. 

School  day,  length  of,  21. 

Sekunda,  resum6  of,  29. 

Statuta,  21  f. 

Supervision  of  schools,  by  Catho- 
lic Church,  8f.;  new  super- 
vision, 9,  21. 

Support  of  schools,  1  f.,  41;  source 
of  in  Catholic  Church,  4; 
sources  of  in  Evangelical 
churches,  5  f . 

Tertia,  resume  of,  30. 

Visiiatores,  duties  of,  22. 


^K  INITIAL  nKEOJf^fJ«r. 

OVERDUE. 


LD21-100m-7,'39(402s) 


YB  04505 


B^B 


^*  ■^^■^^■■■'■™^   v.-ty. 


45926 


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